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I have found very well done your job . Indeed , I am looking at the results I realized that my work was not as good as I thought . I enjoyed that part of practical collaboration and the part of theoretical discussion ( in collaboration ) is very balanced . I believe that the result is perfect. Good job.

 eTwinning together

The main aim is to develop collaborative relations with pupils from other countries, learn to work together and be tolerant and open-minded, in order to work in the Social and Civic Competence, Learning to Learn Competence and also the Linguistic Competence by using English as means of communication.

By working together students will get to know each other’s culture and collaborate in the creation of the final product.

Ideally the final product will be in the form of a blog or website where students can talk about relevant subjects such as cultural aspects, news or their hobbies and likes and dislikes.

Rubrics will be created by those teachers involved in the project in order to evaluate the design, content, spelling and grammar, collaborative work and originality of the final product. 

Every term there will be an end product which will then be published in the school website, as well as in the blog.

Until the final product is finished, students will also be asked to explain in their blog the procedure of the project, talking about the first steps they follow or the resources they use, and how they coordinate working with other pupils from different countries.

Some of the activities students may do are interviews to other members of the project, video tutorials explaining how they are doing the whole process, or editing each other’s work.

The final product should have been revised by their collaborators, and peer evaluation is key to a good final product.

Project Title:Working as Escher

Age: 10-11 years old

Participants: 3-4 schools

Outcomes:

Students

Collect information aboutgeometrical painters

Acquire knowledge about modern  geometrical art ,new shapes,maths

Draw a fantastic pictures

Write short stories

Create and compare statistical diagrams

Design  new producs

Use language and second language effectively

Evaluate their creations and their partners work

Share their work with the wider school community

Practise collaboration and ICT skills, develop imagination and critical thinking

Curriculum: Cross curricular

Subjects: English as a second language, Language, ICT, Art, Science,  Maths

Time planning: 6 months
1^st month is for establishing the project:
get to know each other, make groups,
create accounts, choose names and activities.

2^nd month: First activity

3^rd month: Second activity

4^th month: Evaluation and dissemination

Steps:

1^st month

• Teachers communicate and decide which aspects of the topic they prefer to work on.
• Teachers collaboratively create a list of tasks for the groups of students . Students suggest activities to be added on the list.
• Students, with the help of their teachers, form mixed nationality groups  of 5-8 .
• Members of each group communicate on Skype and take a name (e.g. Wonkas). Afterwards the group is given a list of tasks and they choose two of them. 

2^nd month

• Students in mixed groups communicate and work through padlet, titanpad, googledocs, twiddla, ppt, tricider, vimeo. youtube, moviemaker , on one of the proposed activities (see below)

3^rd month

• Students in mixed groups communicate and work through padlet, titanpad, googledocs, ppt, tricider, vimeo. youtube, moviemaker, minecraft .

4^th month

• Final product: A blog where all the finished activities will be posted.
• Evaluation and dissemination

Proposed activities:

1. Collaborative drawing-synchronous or asynchronous- : Students draw collaboratively or individually free pictures as Escher . They use chat to decide  what to do and which pictures they like more. The final drawing can be close or far from reality.

Students take a screenshot and upload it on the project's blog. They can vote (TRICIDER) for the best drawing (if they decide so) as evaluation. Students can also write comments as peer evaluation.

2. Creative writing activity-synchronous or asynchronous- (GOOGLE DOCS, TITANPAD): Students in multi-nationality groups write a mystery short story personalizing the characters they created with geometrical shapes. Students upload their final stories on the project's blog. They can vote (TRICIDER) for the best story (if they decide so) or write comments as peer evaluation.

 3.Presentations can be created on any other related topic e.g. art tutorials films , pictures of different painters etc. (PREZI, PPT, POWTOON, ANIMOTO).

4. Create quizzes –asynchronous- students (mixed groups) create quizzes (ONLINE QUIZ CREATOR) using information they have gathered. Each subgroup attributes with one or two questions.

5.Posters – activity for national groups of two- students create posters about what they created  and upload them on the project’s blog (voting optional). Peers comment on posters

Final product and dissemination:

All the final products of the group activities (drawings, short stories,  presentations, presentations, posters, videos etc) will be uploaded on the project's blog (TWINSPACE, BLOGGER, ). The blog can be linked to the participating schools' websites, so the results of the project will be disseminated in a wider audience. Some presentations may worth sharing within the schools’ communities.

Evaluation:
Students will comment on the blog's posts as peer evaluation. Groups will be asked to self-evaluate collaboration (effective communication, distribution of tasks, group organisation, keeping time schedule) and their final product/s. Teachers will use project evaluation to the individual assessment of their students. Teachers will communicate the results among them as a final evaluation.

E-activities for the project

E-activities for the project 

AGE: 10-11                            

LANGUAGE: English

PARTICIPANTS: 3-4 schools

CURRICULUM: Cross curricular , English SL, Maths, Language, ICT, Art)

INSPIRATION: Geometrical shapes

PROCESS: 

1. Students get to know each other through Skype meetings.

2. Students, with the help of teachers form transnational groups of 5-8 (two students of each school in a group)

3. Students work  in groups on the following activities

PROPOSED E-ACTIVITIES:

1. Collaborative drawing-synchronous or asynchronous-  Students draw collaboratively  and they have to look for Escher 's designs. They use chat to decide which picture to choose. They have to create pictures as Escher.

Students take a screenshot and upload it on the project's blog. They can vote (TRICIDER) for the best drawing (if they decide so) as evaluation. Students can also write comments as peer evaluation.

2. Creative writing activity-synchronous or asynchronous- (GOOGLE DOCS, TITANPAD): Students in multi-nationality groups write a mystery short story about what they can see on the new pictures. Students upload their final stories on the project's blog. They can vote (TRICIDER) for the best story (if they decide so) or write comments as peer evaluation.

3.. Each national group presents their pictures and a collective presentation is created. The final product can be presented to each of the participating schools. 

Presentations can be on any related topic e.g. Escher and other  geometrical painters .

FINAL PRODUCT-DISSEMINATION: All the final products of the group activities (drawings, short stories,pictures ect. will be presented on the project's blog. The blog can be linked to the participating schools' websites, so the results of the project will be disseminated in a wider audience.

OBJECTIVES:
Students

•  Acquire knowledge about modern art authors
• Understand how modern art works
•  Anlyse facts about pictures
• Create stories 
• Use language and second language effectively
• Practise various skills:ICT, drawing, collaboration, presentation
• Evaluate their creations

eTwinning  Rubric
 http://www.slideshare.net/SNA_etwinning/rubric-for-a-collaborative-activity-design

This is my experience with eTwinning projects.
This is collaboration ...work together to learn one from the other