Maria Teresa Carrieri
Safta Alina Irina Ivanova
Heinrich-Zille-Grundschule, Berlin (Germany)
DUCOR "Partenija Zografski", Skopje, Macedonia
ĂŠcole primaire Tordo, Tourrette-levens (France)
"George CoĹ&#x;buc" Middle School Baia Mare (Romania) Primary School of Rionero in Vulture, Italy
Rionero in Vulture Tagorviste
eTwinning project to: guide the students to acquire a positive attitude towards the study and culture teaching children a way of learning based on need of knowing to train and realized themselves. It aims to promote the love of knowledge as an essential tool for developing a more sustainable society in Europe. Through international cooperation and interactive use of ICT students acquire knowledge, skills, values, preparing to become aware and active citizens, able to interact with other peoples and countries, sensitive to domestic issues and those that belong to all humanity, able to deal critically and creatively to the future challenges.
* Encourage students to become active participants and responsible for their own learning as well as their lives. * Acquire the ability to persevere in learning with a view to achieving a goal, seeking advice, information and support when necessary. * Being able to independently organize their own learning, through effective management of time and risers available. * Learning to reflect critically on their learning strategies, identifying strengths and weaknesses. . . * Gain the ability to work collaboratively respecting rules and commitments. * Promoting cooperative learning experiences. * Promote a culture of cooperation and solidarity through joint working. * Gain the ability to understand, express, interpret concepts, thoughts, feelings, facts and opinions both orally and in writing using the English language. * Use the English language as a communication tool with Popili and cultures. * Gain the ability to search, collect, process information using technology tools. * Learning to communicate, share and create using new technologies. * Gain the ability to relate and communicate in a constructive manner, in different contexts, expressing their opinions and accept those of others. * Promote tolerance and acceptance of others. * Consider diversity as a resource. * Learning to interact positively with people and the environment on a scale of values universally recognized. * Learn to use the knowledge gained to guide decisions and behaviors in a sustainable manner. * Promote in students an attitude of respect toward other nations and other countries. * Expanding the cultural knowledge of pupils and teachers. * Promote multicultural and multilingual dialogue.
Behind the project "Learning to learn together" is the idea that culture is sustainable.
Projection into the future
Development of creativity Shared and partecipate decisions
Acquisition of value
is based on the following criteria Variety of teaching methods
Development of critical thinking and problemsolving research
To motivate students in learning, the school must help them to define and achieve their goals for the future. Whatever their dream, it is essential that every individual acts as responsible for his own life. The key of the project then is a long sequence of small steps that led them, beginning by curiosity and by the demand for networking, meeting with peers who share their dreams, to the socialization of the same, discussion and collaboration. To this end, in this step, students were guided through some stimulus questions, to describe themselves, their experience, skills, talents, their plans for the future and identify how it was possible to implement them. The students discussed in class, they have made presentations, drawings and finally coming face through videoconferencing to recognize learning to learn, that in 'skills, knowledge, behavior fundamental tools to achieve what is planned for if themselves and relative to creating a more sustainable world.
Acquire knowing, skills, value, behaviours To be creative
To work well together
To be resilient and persistent
Learning to relate and communicate in a constructive manner To love learning
To solve problems together
Learn to use the knowledge gained to guide decisions and behaviors in a sustainable manner.
I and the others
To mature responsible attitudes and cooperative behavior, children should have to live with the meaning the dimension of values of justice, legality, of active citizenship. Based on these assumptions, students were guided to acquire and recognize the core values that underlie our life together, as solidarity, friendship, respect, etc.. based on an shared analysis of a instrument at their well-known : the cartoons of Disney. After watching the Disney cartoon "Beauty and the Beast", the pupils discussed the meaning of history, and reproduced by drawing most memorable scenes. Using Wordle, word cloud generator, wrote in their mother tongue and English values identified. At the end was created a multilingual glossary of human values .They also examined the significance of certain celebrations, as soon as these values have officially received their highest recognition.
I and the others
I and the others
Uguaglianz Equality a
Gleichstellu Równość ng
RESPECT FOR OTHERS
Rispetto per gli altri
Respect pour les autres
Respect pentru alţii
Respekt für Szacunek andere dla innych
Респект за другите
Спроведув ање на правдата
COMMUNIC Comunicaz Communic ATION ione ation
Komunikac Порака ja
EDUCATION Educazion e
RESPECT FOR LIFE
Rispetto per la vita
Respect de la vie
Respect pentru viaţă
Achtung vor dem Leben
Szacunek dla życia
Почит за живот
SAFEGUAR Salvaguardi Sauvegarde Protejarea healt a della healt DING salute HEALTH WORK
Einsparung Oszczędno ść
I and the others
First day of school
The collapse of the Berlin Wall
I and the environment that surround me
We are both inside and outside nature. .…all truly human development means joint development ,,,,Each part of the world is more a part of the world and the world as a whole is more present in each of its parts… We have to learn to place our “being there” on the planet. ( Edgard Morin)
Everyone enters into a relationship with the environment according to the satisfaction of own existential needs. Is created in this way a relationship of interdependence between man and environment that come into play a number of factors that are closely related and interdependent. The need to relate to the external environment through a comprehensive approach where the disciplinary powers were used together, as a means of interaction and problem-solving is basic to our activity. This step intended to activate a holistic approach that would allow the student to correlate with the external environment, in the general framework of the different qualities of the cognitive person ,with fostering attitudes of respect, protection, responsibility towards nature but also for development and projection towards the future. Were organized activities aimed to use the environment as a laboratory in which to find incentives for research, reflection, experimentation, to guide students to appropriate of the environment in a responsible manner.
Learning is a matter of belonging to a community as much as an intellectual process, involving both the heart as the head ( Etienne Wenger )
The fundamental aim of Learning to learn together has been to create a learning community characterized by a high horizontal flow of knowledge, where teachers and students from various schools had been able to learn together. To this end, in addition to the virtual classroom given us by eTwinning, we created a social netwok on Ning where schoolchildren partners, together with their teachers, informed, shared, created using the typical methods of "digital natives": messages, photos, videos, blogs, music and so on. In this process was the conscious use of the tools of Web 2.0. Students who at first had begun to exchange messages using the asynchronous communication mode, (comments, forums, email) have shown a greater preference for synchronous interaction through Skype or Tox Box. They are therefore often met to make friends, share experiences, discuss, share knowledge and experiences. Some moments of these meetings were taken and documented on Ning and in the TwinSpace of eTwinning. In this context, the teacher's role was mainly that of mediator of learning processes.
Follow progress activities. Report problems and solve them. Calibrate activities to pupils' learning ability
Whether the disciplinary knowledge planned were turned into skills. Level of participation and collaboration Observation of cognitive and social behavior; Conversations and discussions; Final product.