First Meeting- Where it all begins.

🔊🔊🔊📌📌📌

tuncelneslihan@gmail.com

📤📥📪📫📬📨

My name is Mihaela.

A teacher since the 20 th century, but passionate about being alligned with my students. Techologically maybe a dino, but my students always here with a helping hand.

Looking forward to having a fruitful collaboration.

TEACHER OF ENGLISH

I love doing fun activities with my students, reading books and spending time together learning and laughing. For me, learning should always come with curiosity, creativity, and a smile!

I enjoy meeting new people and discovering new ideas, so being part of this project feels like an exciting adventure. I’m really happy to be here and can’t wait to learn together with you all!

Throughout my teaching career, I have actively taken part in numerous eTwinning projects, working collaboratively with educators and students from different countries. These projects have allowed me to integrate technology into my lessons, promote cultural exchange, and create engaging learning environments for my students.

In addition, I have had the opportunity to participate in Erasmus+ projects abroad, which greatly contributed to my professional and personal development. These experiences strengthened my intercultural communication skills and broadened my perspective on modern education systems and innovative teaching methodologies.

I strongly believe in student-centered learning, creativity, and continuous professional growth. As an English teacher, my goal is not only to teach a language but also to help my students become confident, open-minded, and global citizens.

I am always eager to take part in new projects, share best practices, and collaborate with educators who share the same enthusiasm for education.

Alihsan.

mihaelabatis@yahoo.com

427230, Prundu Bârgăului

Bistriţa-Năsăud, Romania

Telefon/fax: +40.(0)263.265329

E-mail: gsradupetrescu@yahoo.com

Satelit: https://goo.gl/maps/xMjhU   

http://www.lrp.ro

https://www.facebook.com/liceulteoretic.radupetrescu?locale=ro_RO

https://www.instagram.com/liceulteoreticradupetrescu?igsh=NTFxcXZ2MGMwZG5h

Together with my students, we are participating in such an interesting project for the second time. The old team (4 pupils) and new five pupils.

I am sure that it will give children the opportunity to learn something new, get acquainted with new cultures, and express themselves.

Happy new year 🎊🎉!!!

Liceul Teologic Penticostal Betel

Oradea, Bihor, Romania

7th grade

Liceul Teologic Penticostal Betel Oradea, Romania

7th grade

Liceul Teologic Penticostal Betel Oradea, Romania

7th grade

Liceul Teologic Penticostal Betel Oradea, Romania

L.T.P. BETEL , ROMANIA ORADEA

👇👇👇

baharaltas5555@gmail.com

L.T.P. Betel Oradea , Bihor , Romania.

ELA B.- MUAMMER D.- ECEM T.- YASİN Ö. -KAYRA E.- TALHA G.- SERHAT K.- KUZEY A.- ECRİN Ç.- SUDEN D. - SENASU L.-MEHMET Y. T.-AZRA B. - ÖZCAN D.- İBRAHİM D.

Magdalena

Kali

Maša

Laura

Novea

Klara

Ema

Tea

Gidiuta Mariana, Theoretical High School ”Nicolae Iorga”, Nehoiu, Buzau, Romania

Gidiuta Mariana, Theoretical High School ”Nicolae Iorga”, Nehoiu, Buzau, Romanaia

Gidiuta Mariana - Theoretical High School ”Nicolae Iorga” Nehoiu, Buzau, Romania

dragana.balic@skole.hr

Vladimira Nazora 2a

10290 Zaprešić

Croatia

📌🇭🇷🇪🇺

https://os-aaugustincica-zapresic.skole.hr/

💙💙💙💙💙🩷🩷🩷🩷🩷

☝️☝️☝️☝️

My team💪

My students' names are: Costanza, Samuele, Michelangelo, Mattia, Matteo, Samuel, Bryan, Sofia, Andrea, Giulia, Aurora, Luigi, Gabriel, Gabriella, Giuseppe, Giorgia, Emanuele and Baba.

We are a class of students from Manisa, Turkey.

Our class name is 6/E, and we are learning English with great enthusiasm.

We love working on projects, sharing ideas, and learning new things together.

We are always excited to meet new friends and collaborate internationally 🌍✨

The names of the students in our class are as follows:

Ali İhsan K.,

Azra K.,

Ecrin E.,

Elçin Y.,

Elif A.,

Elif B.,

Gözde K.,

Feyza Ö.,

Zeynep Y.,

Tuana Ş.,

Zeynep G.,

Gülten H.,

Merve O.,

Nisanur Ö.,

Uras Y.,

Melisa K. and

Yusuf P.

We are looking forward to improving our English skills, making new friendships,

and creating wonderful projects together!

With love,

6/E Class – Manisa, Turkey 🇹🇷

A world in which every kid feels safe to express themselves . ...

A place where digital wellbeing, privacy and respectful communication are integral components of our students' lives.

Thinking before clicking and connecting is a MUST!

While coloring, they discussed protecting personal information, preventing cyberbullying, creating strong passwords, and using technology positively. They learned that the internet is a powerful tool that must be used wisely.

Through this activity, our students strengthened both their creativity and their digital citizenship skills, taking steps toward a safer digital future.

December was one of the most critical periods for our project, laying the foundations, defining its visual identity, and establishing a collaborative network. The activities carried out during this month were designed to support the multifaceted development of our students.

Visual Identity and Digital Creativity: Our students created original logo and poster designs representing our project using Web 2.0 tools. Digital competence and visual literacy skills were highlighted in this process. The official logo and poster of the project were selected from among the designs through a democratic election process involving all stakeholders.

Democratic Participation and Shared Rules: An interactive process was conducted via the Tricider platform to regulate the project's operation. Our students proposed their own rules, analyzed other ideas, and voted to determine the three most important fundamental rules. This work directly fostered active citizenship awareness and social consensus skills.

Cultural Interaction: Christmas/New Year cards, prepared to strengthen our ties with our foreign partners, have enhanced both the language skills and cultural awareness of our students.

Administrative Planning and Collaboration: The first online planning meeting among teachers clarified the academic calendar and curriculum integration of the project. The time management and strategic planning carried out at this stage formed the mathematical and logical framework of the project.

January was a period in our project where we transitioned from corporate identity to content production and international collaboration, and where our students' research and discussion skills reached their peak:

TwinSpace Forum and Interactive "Digital Democracy Dictionary" (Genially): This work provided a complete process-oriented learning experience. In the first stage, our students actively used the TwinSpace Forum section to share their own interpretations and ideas about fundamental democratic concepts such as elections, voting, rights, and freedoms. This democratic discussion environment in the forum improved our students' civic awareness and written literacy skills. In the second stage, using these original student comments and research from the forum, all content was transformed into an interactive dictionary using the Genially tool. This process elevated students' digital competencies to the highest level by enabling them to transform raw data into a digital product.

"Our Countries, Our Voices" Joint Product and Digital Exhibition: In this work, conducted through the pairing of project partners, the cuisine, culture, and geography of the partner countries were researched. Transforming the data into posters and a digital exhibition via Canva reinforced design-oriented digital skills. Analyzing demographic and geographical data from different countries supported the ability to read mathematical data and systematic research methods specific to science.

Our February activities focused on ensuring our students' safe presence in the digital world and enabling them to experience democratic processes firsthand:

Safe Internet Day (eSafety) and Responsible Use: Interactive presentations were shown in the classroom as part of Safe Internet Day, and ideas were exchanged on digital ethics. These activities improved our students' digital literacy and safe technology use skills, while reinforcing their active citizenship awareness in the context of rights and responsibilities.

Democratic Mascot Selection Process: The process of selecting a mascot that would reflect the spirit of our project was transformed into a complete democratic practice. Each student showcased their creativity by preparing their own design, and then each group held a democratic election within itself to determine the group winner. The counting of votes and analysis of percentages in this process supported our students' mathematical thinking skills.

General Election Preparations and TwinSpace Management: The mascots selected as winners in each group were uploaded to the relevant pages on TwinSpace for the grand final selection in March. The digital platform for the election system and the preparation of the voting area allowed students to develop their digital management skills, while the election process enabled them to experience citizenship and social life skills in the most concrete way.

Key Life Skills: Throughout February, science (technology and society) and digital competencies were developed through safe internet use and cyber rules. Visual literacy was targeted through mascot design and election processes, mathematical abilities through data collection and voting analysis, and advanced citizenship skills through the operation of election mechanisms.

Elçin Y.

• The Great Mascot Election & Online Promotion Meeting: A complete democratic election cycle was implemented from start to finish.

  • Propaganda and Campaigning: During a high-attendance Student Online Meeting, 16 finalist mascots from 6 different countries were presented by student groups. This activity enhanced students' public speaking skills and Linguistic Literacy.

  • Collaborative Video Product: All mascot presentations from the meeting were compiled into a single promotional video. This process boosted students' Digital competence by teaching them how to transform raw data into a structured digital product.

  • Democratic Voting & Ethical Guidelines: To ensure a transparent and fair selection, a "Mascot Election Rules & Ethics Guide" was created. Highlighting values like kindness, fair promotion, and respect for results, this guide reinforced active Citizenship skills. Voting was conducted digitally via the TwinSpace Poll tool, where a "no voting for your own candidate" rule was applied to teach the principle of honest elections. Tracking the live voting statistics also supported students' Mathematical data interpretation skills.

  • Global Coordination: Meetings were scheduled by calculating Time Zone Differences across partner countries, which formed the Mathematical (time management) and organizational framework of the project.

• Cultural Exchange & Ramadan Eid Greeting Cards: To strengthen social and cultural ties, students designed Ramadan Eid Greeting Cards themed around peace, brotherhood, and solidarity. Shared on a common Padlet, this activity developed students' cultural Literacy and Digital design skills while fostering universal values of respect and tolerance.

Key Life Skills Developed: Throughout March, our students demonstrated Linguistic Literacy through multilingual presentations, active Citizenship through democratic voting, Mathematical thinking via time-zone and polling data analysis, and high-level Digital competence through video and card design.

April has been a milestone month where creative writing met digital storytelling, giving a unique identity and "voice" to our project mascot:

• The Voice of Our Mascot: Collaborative Democracy Story: Following the election in March, a unique life story was written for our mascot with the contribution of all partners. The story was divided into 17 sections among the partner schools, and each group recorded their assigned part.

• Digital Storytelling & Language Integration: Students narrated their parts in English using the ChatterPix Kidsapp, which significantly improved their foreign language Literacy and pronunciation skills. Giving a "voice" to a static image through creative technology enhanced their Digital competence.

• Collaborative Final Product: The video clips from all 17 schools were professionally merged to create a seamless "Democracy Story." This process required Mathematical coordination and logical sequencing to build a coherent narrative. The democracy-themed messages delivered by the mascot reinforced the students' understanding of active Citizenship and freedom of expression.

Key Life Skills Developed: During April, our students demonstrated advanced Linguistic Literacy through English narration, Digital excellence via the ChatterPix app, Mathematical logic in storytelling sequences, and a deep sense of Citizenship through democratic storytelling.

7th grade

Liceul Teologic Penticostal “BETEL”

Oradea,Romania

Crisan Raul

AHMET YESEVİ İHO / 5-A

Liceul Teologic Penticostal "Betel"

7th grade- Romania

We celebrated May 9th eTwinning Day with great enthusiasm and creativity in our project! For this special day, our students prepared very special greeting cards that brought together iconic places from their countries with our project mascot.

Working collaboratively on the "Celebration Page" section of Padlet, our students both introduced their cultural heritage and blended their digital skills with the theme of democratic participation. You can watch our summary video below, which includes these colorful works where different cultures meet with a common mascot.

Thank you to all our stakeholders and students who contributed to this creative process!

Our eTwinning project continues unabated! We have done a great in-class activity to support our students to protect themselves in digital environments and use technology consciously.

We played an interactive e-security game using the Wordwall web 2.0 tool on the smart board. Our students both had exciting moments by opening mysterious boxes and learned to distinguish between right and wrong behaviors related to internet use.

Each student asked their friends for votes by telling the story of the mascot they prepared and how they represented the project.

Zoe Brusca, 2A, "De Amicis- Da Vinci" secondary school.

Palermo, Italy

Students narrated their parts in English using the ChatterPix Kidsapp, which significantly improved their foreign language Literacy and pronunciation skills. Giving a "voice" to a static image through creative technology enhanced their Digital competence.

The video clips from all 17 schools were professionally merged to create a seamless "Democracy Story."

https://www.facebook.com/share/p/1CwyNr1tRd/

5th Grade English Learning Outcomes for the eTwinning Project

Democracy Workshop: I Have a Voice, I Have Power

Listening

• Follows simple and clear instructions.

• Understands short information about themselves and others.

• Understands basic daily expressions and questions.

• Understands simple statements related to rights, responsibilities, and classroom rules.

Speaking

• Introduces themselves and shares personal information.

• Expresses their opinions using simple sentences.

• States their preferences and choices.

• Asks and answers simple questions.

• Shares ideas about classroom rules and collective decisions.

• Uses voting and preference expressions during democratic activities.

Reading

• Reads short and simple texts and identifies the main idea.

• Understands the basic messages in posters, flyers, and digital content.

• Reads short texts about children’s rights, cultural diversity, and friendship.

• Interprets basic information in surveys and charts.

Writing

• Writes short texts about themselves.

• Expresses opinions and suggestions using simple sentences.

• Writes simple classroom rules.

• Creates slogans for posters about democratic values and rights.

• Produces short messages, cards, and digital content for collaborative project activities.

Project-Related Learning Outcomes

• Expresses personal feelings and ideas in English.

• Develops respect for different cultures.

• Demonstrates teamwork and collaboration skills.

• Uses digital tools to create English content.

• Creates simple surveys and shares the results.

• Participates in democratic decision-making processes and expresses opinions.

• Develops awareness of human rights, children’s rights, and responsibilities.

• Communicates in English on topics such as “My Voice Matters,” “Children’s Rights,” “Class Rules,” “Voting Day,” and “Cultural Diversity.”

eTwinning Activity Topics

• Introducing Myself and My Ideas

• Expressing Preferences and Choices

• Creating Class Rules Together

• Children Have Rights

• Voting and Making Decisions

• Respecting Different Cultures

• Working Together for a Better School

• Using Digital Tools to Share Ideas

"Democracy. I have a voice. I have power" (7th Grade)

1. The Outcomes

• Short-Term (1–3 Months): Knowledge. Students understand how democracy works and identify where they can speak up in school.

• Medium-Term (Mid-Year): Action. Students stop complaining and start pitching real proposals; they practice respectful debate and vote on projects.

• Long-Term (End of Year): Belief. Students genuinely believe their actions matter, leading to a more inclusive and engaged school culture.

2. The Formula

• Democracy - Learning/ Mock elections & drafting classroom rules.

• I have a voice (Speaking) Debating school policies & persuasive writing.

• I have power (Doing) Managing a small budget for a real school improvement project.

  
  

The Golden Rule: The school administration must honor at least one major student decision. If the power isn't real, 7th graders will spot it instantly.

The kids enjoyed the entire project as it taught them that without a voice, there is no power. and that it is their duty to speak up!

• Google Meet: Used for teacher planning meetings, the closing meeting, and a large-scale international online student meeting where the 16 finalist mascots were presented by student groups.

• WhatsApp: Used for instant communication, rapid information sharing, and process coordination between teachers and project partners. A shared teacher WhatsApp group and separate WhatsApp groups created by each teacher with their students.

• Padlet (padlet.com): Used as the main dissemination board where all monthly work reports, safe internet day activities, eTwinning day greeting cards, and student products were shared collaboratively. All pages on Padlet were embedded in TwinSpace.

• Canva: Used for preparing the project's original logo and poster designs, creating partner country promotional materials, and designing the participation certificates given to students.

• CapCut: Used in the editing, montage, and video editing processes of creative videos where students introduce themselves.

• OpenAI Sora: Used to produce innovative and visually rich teacher introduction videos with the support of artificial intelligence.

• Gemini Playground & Snapchat: Used in student introduction events to develop creative, fun, and interactive content where students introduce themselves.

• Tricider (tricider.com): Used to select the top 3 most important rules in an interactive voting event where all stakeholders contributed ideas during the process of determining the common rules of the project.

• Genially (view.genially.com): Used to make the process-oriented "Digital Democracy Dictionary" project, prepared based on students' comments and research in the TwinSpace Forum, more interactive.

• Wordwall (and similar game sites): Used by each teacher in the classroom to play educational and interactive games that reinforce digital ethics and safe internet awareness as part of Safe Internet Day (eSafety) and Responsible Use activities.

• ChatterPix Kids: Used in the 17-part "Collaborative Democracy Story" activity, written in collaboration with international partners, allowing students to create digital storytelling by narrating the story sections assigned to their schools.

• AI Visual Generators: Used to design special greeting cards themed "Mascot on World Tour," where the project mascot visits iconic locations in different countries, as part of the May 9th eTwinning Day celebrations.

• Artsteps (artsteps.com): Used to design the 3D virtual museum (Project's Online Museum) to showcase all digital and artistic outputs produced during the project to an international audience.

• Spatial.io (Web 3.0 / Metaverse): Used to create a virtual exhibition space in the final phase of the project to interactively display the works and digital materials produced with the participation of students and partners in a 3D Metaverse universe.

• Linoit (linoit.com): At the beginning of the project, it was used as a digital whiteboard by teachers and students to indicate the activities they wanted to include in the project and add to the plan.

Google Meet

WhatsApp

Padlet

Canva

CapCut

OpenAI Sora

Linoit

Gemini Playground

Snapchat

Tricider

Genially

Wordwall

ChatterPix Kids

Artsteps

Spatial.io (Web 3.0 / Metaverse)

This final phase of our project is the closing stage where the products matured, artificial intelligence technologies were used creatively, and the project was crowned with a democratic self-evaluation:

• May 9th eTwinning Day and Artificial Intelligence (AI) Integration: Our project mascot was taken on a global tour to celebrate eTwinning Day. Using Canvave AI tools, our students designed original visuals where the mascot celebrated eTwinning Day in iconic and historical places in their own countries (for example, the ancient city of Hattuşa in Türkiye). These contents, which include cultural heritage elements, were combined in a common video. This innovative approach has taken students' digital productivity and cultural literacy skills to the highest level.

• Large Virtual Exhibition and Dissemination: Led by project partners Kıvanç Tunçel and Nelihan TUNÇEL, a comprehensive Virtual Exhibition containing all the outputs of the project and months of student work was completed and shared with the public. The exhibition layouts enhanced students' spatial perception and mathematical reasoning abilities.

• Project Final Survey, Evaluations, and Closing Meeting: Teacher and student final surveys and evaluations were conducted to measure whether the project achieved its academic and pedagogical goals. Analysis of the statistical results directly contributed to the development of science (scientific method) and mathematical data interpretation skills.

• The official closing of the project was held with a final online meeting attended by all partners. In this meeting, student participation, shortcomings, strengths, and the new perspectives the project provided to students were discussed in a multi-voiced approach. This collaborative critique of the process with stakeholders most concretely demonstrated the democratic citizenship and constructive criticism culture at the core of the project. Outstanding Life Skills: During the closing process, our students demonstrated advanced digital competencies through the use of artificial intelligence and Canva, literacy skills through the blending of cultural elements, mathematical/science literacy through the analysis of survey data and meeting outputs, and active citizenship awareness by democratically evaluating the project's strengths and weaknesses.

Project: Democracy Workshop – I Have a Voice, I Have a Power

PROJECT OBJECTIVES: To empower students to participate actively and responsibly in a democratic society through the development of communication, language, and civic competencies. Students develop the ability to express their opinions, justify their viewpoints, listen actively, collaborate with others, and respect different perspectives.

LINK TO THE CROATIAN LANGUAGE CURRICULUM: The Croatian Language subject provides opportunities to develop democratic culture through speaking, listening, reading, and writing activities. Students learn to express their opinions clearly, engage in reasoned discussion, think critically about social issues, and follow the rules of respectful communication.

Student:

• expresses personal opinions clearly and respectfully on topics of everyday life

• listens actively to others and respects different viewpoints

• distinguishes facts from personal opinions

• formulates simple arguments to support personal opinions

• participates in discussions while respecting the principles of democratic communication

• critically evaluates media content

• collaborates with peers in planning and carrying out group activities

• develops a sense of responsibility toward the community

CONTENT AREAS IN CROATIAN:

LANGUAGE AND COMMUNICATION:

rules of effective communication

active listening

expressing disagreement respectfully

supporting opinions with arguments

public speaking and presentations

LITERATURE AND CREATIVITY:

literary texts addressing friendship, fairness, responsibility, and diversity

analysis of characters’ actions and moral dilemmas

writing personal reflections and messages to the community

CULTURE AND MEDIA:

identifying reliable information

distinguishing facts from opinions

analysing media messages

responsible behaviour in digital envirorenment

The following is assessed:

active participation in discussions

quality of argumentation

cooperation within a group

respect for communication rules

critical thinking skills

self-assessment and peer assessment

CROSS-CURRICULAR CONNECTIONS:

Civic Education

Personal and Social Development

Information and Communication Technology

Learning to Learn

EXPECTED RESULTS: Students develop confidence in expressing their opinions, learn to communicate and argue respectfully, appreciate diversity, and participate actively in democratic processes within the school and the wider community.

Our students took part in an exciting voting process to choose the group mascot we are sending to the final election. It was a fantastic opportunity to practice digital democracy and collaboration! Let the best mascot win!

We have carefully reviewed all the amazing mascots created by our wonderful project partners and officially cast our votes in the final election! Every single design was a masterpiece, and our students had a fantastic time evaluating them. Best of luck to all the brilliant mascots in the running!

In this study, conducted with a project-based learning philosophy, the four basic language skills of Turkish language (Reading, Listening, Speaking, Writing) were actively addressed.

Speaking and Expression Skills: In our workshops, our students defended their own ideas in front of a group, in line with the slogan "I Have a Voice, I Have Power," and acquired a culture of democratic debate. Similarly, in general elections, students introduced their group mascots in a beautiful and impressive way to gain votes.

Outcome: They give prepared/improvised speeches, express their ideas politely, and base their arguments on sound reasoning.

Writing and Vocabulary (Democracy Dictionary): The "Democracy Dictionary" project, collaboratively prepared by our students, was directly integrated with the vocabulary teaching and written expression curriculum. First, they wrote definitions and sentences related to their own concepts in the forum section. They also improved their writing skills using digital tools.

Learning Outcome: Understands the semantic elements of words, establishes relationships between concepts, and produces original written texts/definitions. Develops collaborative products using digital writing skills.

Reading and Media Literacy: Examining texts on TwinSpace and Padlet, understanding e-safety rules, and analyzing digital content have been provided.

Learning Outcome: Questions the reliability of information sources - Media literacy, interpreting digital texts using reading strategies.

Other Courses

Social Studies: The historical development of democracy, fundamental rights and freedoms, the right to participation, and active citizenship were covered. (Students voting in the selection of the project mascot was directly integrated into the Social Studies curriculum as a general election simulation.)

Information Technologies and Software: Padlet, Genially, Canva, and virtual exhibition tools (Spatial.io/Artsteps) were used while adhering to e-safety rules. Digital citizenship and copyright awareness were achieved.

Visual Arts: Students' visual literacy and aesthetic skills were supported through mascot designs, posters, and logo work.

Mathematics: The "Project Mascot Selection" process, one of the most fundamental democratic applications of our project, is directly linked to the data processing and statistics themes of the mathematics lesson.

Application: Our students voted for mascot candidates from different groups via TwinSpace; then they calculated and analyzed the data obtained. They performed percentage calculations of the election results.

Learning Outcomes:

Ability to collect, organize, and interpret data.

Understanding the concept of percentage; finding a specified percentage of a quantity and concretizing the data through a democratic voting simulation.

Geography :

Our project mascot, chosen by our students through a democratic vote, embarked on a digital journey as part of the May 9th eTwinning Day celebrations. Our mascot visited many important tourist, geographical, and historical sites (cultural heritage elements) around the world and in Europe. Our students examined and presented the locations, climate characteristics, historical and cultural values ​​of these regions visited by the mascot on digital maps and the Padlet platform, gaining a global perspective.

Outcomes:

Geographical Literacy and Cultural Heritage: Students will recognize the geographical features, historical and tourist sites of different countries in the world; they will develop an awareness of the need to protect cultural and natural assets that are the common heritage of humanity (global citizenship).

Universal Values ​​and Respect for Differences: In line with the synthesis of national and universal values ​​targeted by the Turkish Century Education Model, students will respectfully approach cultures in different geographies and internalize the multicultural structure of eTwinning in a geographical context.

Map and Location Skills: Using digital tools and maps, students establish spatial relationships between global locations and develop the ability to analyze direction and location.

Foreign Language While our students designed English and digital greeting cards to celebrate the Christmas holiday of their European partners, our foreign partners shared messages congratulating our students on the Eid al-Fitr. This process supported students' skills in expressing themselves in the target language (English), communicating in writing, and establishing real-life-based connections with their peers.

​We are thrilled to present our Democracy Glossary—a 100% student-led, collective project. Each student became a "democracy expert," crafting unique definitions, real-world sentences, and stunning visuals for their assigned terms.

"Democracy Workshop: I Have a Voice, I Have Power" Project Teacher Final Evaluation Report

The results of the final evaluation questionnaire, which was carried out with the participation of 17 joint teachers during the closing process of our project, concretely reveal that the project achieved its goals by 100%. All of the teachers who participated in the survey (100%) stated that the project definitely improved the students' skills in the use of digital tools/Web 2.0 and that the project increased the students' awareness of democracy and active citizenship at the highest level. While the benefit of Web 2.0 tools in course activities was evaluated as 70.6% "very useful" and 29.4% "useful", the positive contribution to communication skills was supported by a high satisfaction rate of 88.2%. The international cooperation environment was found to be "very successful" by 76.5% of the teachers and 94.1% of the participating educators categorically expressed their desire to take part in similar eTwinning projects in the future. These data prove that our project creates a strong added value not only for students, but also for the professional development of joint teachers and international cooperation motivations.

"Democracy Workshop: I Have a Voice, I Have Power" Project Student Final Evaluation Report

The student final evaluation questionnaire, which was completed with the participation of 197 students from different age groups, reveals the success of the student-centered approach of our project. According to the findings, 60.9% of the students stated that they understood the concept of democracy "very well" after the project, while 30.5% stated that they understood it at a "good" level. 63.5% of the students stated that they "always" actively participated in all activities throughout the project; at the end of the process, they emphasized that they felt "very comfortable" and 33% felt "comfortable" by 54.3% in terms of expressing their ideas freely. The rate of those who think that the project helps them express their ideas more confident is 77.7%. In addition, the students stated that their communication, teamwork and digital skills developed the most throughout the project; This project was extremely beneficial to them in their daily lives (55,3% very useful). Finally, the fact that 83.8% of students would love to take part in a new eTwinning project in the future is the biggest proof that the project instills a sustainable learning motivation.

Project activities are directly integrated with the four fundamental language skills (Listening, Speaking, Reading, Writing) and the themes of "Social Life," "Rights and Freedoms," and "Our Values" found in the Ministry of National Education (MEB) 6th Grade Turkish Curriculum:

Speaking Skills (T.6.2): ​​Our students defended their ideas with democratic maturity in national and international webinars and within mixed school teams. By voicing their segments of a collaborative story using the ChatterPix tool, they achieved the learning objective of speaking fluently, effectively, and in accordance with language rules (T.6.2.1).

Writing and Digital Communication Skills (T.6.4): In the TwinSpace forum area I managed, I ensured that my students expressed their ideas using clear, grammatically correct sentences while adhering to netiquette (internet ethics) rules. By writing definitions for a collaborative "Democracy Glossary," they practiced writing strategies (T.6.4.1) and developed skills in creating content across various writing genres.

Reading and Visual Literacy (T.6.3): During the voting processes for project rules, poster and logo design activities, and the creation of promotional posters for our partner country, Ukraine, my students' skills in analyzing and interpreting media texts and visual materials (T.6.3.31) were supported.

Integration with Other Courses

1. Social Studies Course (6th Grade):

"Active Citizenship" Unit: The project's mascot selection simulation, the voting process to determine the project's first three fundamental rules, and the democratic discussion environment fostered in the forum align perfectly with the Social Studies learning outcomes: "Analyzes the fundamental principles of democracy" and "Becomes an active citizen who exercises their rights and responsibilities."

"Countries and Cultures" Connection: Researching and creating posters about the cultural, geographical, and historical characteristics of Ukraine—the country assigned to our group—directly supported the learning outcomes of establishing global connections and respecting diverse cultures.

2. Information Technologies and Software Course:

Digital Citizenship and e-Safety: Seminars organized at our school for Safer Internet Day, the use of TwinSpace, and e-safety games played via Wordwall helped concretize the IT curriculum's learning outcomes regarding "Digital footprint, privacy, cyberbullying, and safe internet usage."

Productive Technology Use: Students' hands-on experience with Web 2.0 tools such as Canva, ChatterPix, and Padlet served the IT course objectives of "Producing digital content and using collaboration tools."

3. Visual Arts Course:

Visual Design and Aesthetics: Activities such as the mascot design (selected as the project winner in the general vote), poster and banner creation, and the design of greeting cards and postcards for Eid al-Fitr, Christmas, and May 9th eTwinning Day were integrated with the Visual Arts learning outcomes: "Uses design principles when creating visual art works" and "Produces original visual designs."

4. Foreign Language (English) Course:

International Communication: In the international phase of the project, activities such as presentations about Ukraine, collaborative storytelling steps, and multinational interactions on TwinSpace contributed to the English course objectives of "communicating at a basic level with peers from different cultures" and "expressing oneself and one's surroundings in a foreign language."

Tricider: We used this tool to determine the three most important rules of our project through a democratic voting process.

Canva: We used this tool to enable our students to creatively design logos, posters, Christmas/Ramadan greeting cards, and visuals celebrating May 9th eTwinning Day.

ChatterPix: We used this tool to give a voice to our shared story by making the project mascot—designed by our students—"speak."

Genially: We used this tool to create a collaborative "Democracy Glossary" based on the work carried out by mixed-country teams.

Artsteps: We designed a 3D "Virtual Exhibition" to showcase all the products created by our students at the end of the project.

Google Meet & TwinSpace Live: We used these tools to hold online introductory meetings with project partners and to host live webinars where students introduced their mascots and campaigned for votes in English.

TwinSpace (Forum & Announcements): We used this platform to enable students from partner countries to communicate safely, exchange comments within mixed teams, and stay updated on the latest announcements.

PS. mot able to screenshot the meeting due to technical reasons!