Project: my final version

In the following presentation you will see, in detail, the development of my project.

A collaborative activity

Activity:

 Comparing our heritage

Age group:

 1^st baccalaureate students

Subjects:

History and English

Objectives:

            . Cooperate with other nationality students in the knowledge of their heritage, establishing comparisons and seeing common things and differences.

             . Use ITC tools to develop their work

            · Communicate with the members of international groups in order to decide the points to work in.

             · Present the final product in a clear an attractive way in a common platform.

             · Develop their communicative skills in a foreign language.

Timing:

During the lessons, we will devote to this activity a session each two weeks but the collaboration of students may vary if they decide to work in the time in between sessions.

ICT Tools:

We will use, basically, Google tools because a majority of them know them and allow cooperative work.

We will begin by opening an account for our group so all members can get easy access to the work.

Students will be allowed to use the tools they want in case they decided to use others such as Dipity for chronology or Prezy, Genial.ly or PowToon for their presentations but in all cases they should create a common account in which all of them will be administrators, what can make easier the cooperation.

Steps of the activity:

1.  1 - We will begin by creating an activity in which students will know each other in the twin space. On this basis, they will organise the groups to cooperate in the development of the tasks.

2.       

    2- Aswe are going to do a project about heritage, we will begin by doing a common list of the monuments we can find in each of the areas. For this purpose, we will open an Excel document in Google docs. Once it is finish, we will organise the monument chronologically and we will locate them in a map (one of those shared Google maps).

3.     3-  The next step will be to divide students of the different nationalities depending on the time of History they are going to work. They will meet online to decide which are the monuments they are going to include and they will prepare a common list of questions to focus on and the tools they are going to use for this. Obviously, in the case of working they can see in situ, the group having it at hand will prepare a video or take photos but them, they should work together in the presentation that will be done with a Presentation in Drive. They must make a comparison of the buildings and, finally, they will prepare a cooperative activity with tools such as Educaplay, to question their peers (not only each of the groups but also the rest of the members working on other periods or buildings).

4.       4-The results will be published in our e-twinning platform, organised chronologically by periods.

Evaluation:

We will create a little rubric to evaluate our students work and we will ask their opinion with a survey created with Google Docs and shared in our group.

	Weak	Average	Very good
Interest	Participants were not engaged on the activity, what made nearly impossible the activity.	Some participants showed more interest than others what made a bit difficult the development of the project	Students showed interest and enthusiasm in joining their colleagues and setting the targets for the development of the activity.
Participation	The only participated when the teacher was in front of them	They participated with their colleagues of the classroom but the collaboration with foreigners was more difficult.	They participated actively not only with their colleagues, but also with their foreign peers, joining them even in their own time.
Production	The results is of poor quality.	The result is right but was made quite individually.	The result is attractive and fruit of an intense cooperation in between students of different nationalities.
Experience	The development of the activity does not justify the time invested on it.	The development of the activity was useful for students to learn about ICTs but international communication was not good enough.	The development of the activity reached our expectations, resulted in very good communication among students of different nationalities, what improved their communicative skills and they learned about ICT tools and their culture.

My e-twinning project draft

I have prepared a project about heritage to be put in practice by students of baccalaureate in the subjects of Geography, History, Art History and English.

I have prepared a presentation with the different elements it will include and the steps to follow during the elaboration. 

My reflection

My work background.

I am a History, Geography and Art History teacher in a secondary school. My students are pre-university and the majority of my lessons are going to be checked in a final exam (Selectivity). I teach my matters through English because we have a multilingual project in our school.

One of the main problems we face is the lack of time: our programs are very long and we must see them completely, what leaves little time for other kind of projects. 

Having said that, I am going to present my answers to the questions presented in our task. 

What do I want to improve?

I would like to improve my ability to make students take part in a more active part in the lessons. It is a pity that when one tries to do something different students answers are so different that it is not always possible to develop the activity initially planned. It is not easy to find different ways of working in the subject without devoting to them a time sometimes we don´t count with so, if someone does not do the part of the activity they must do, the normal speed of the program suffers.

I would like them to have the opportunity of working in some of the areas with students of other countries, in order to check things or to learn about their cultural and artistic background but it is not easy to find people of the same age and interest to work with.

What needs have I detected?

One of the main problems is that given that in these levels all teachers face similar matters with time, it is not easy to find someone to work with and to share the work load and the school hours devoted to this.

We are even considering that in case of students being interested, and taking into account that we offer some courses to be taught as a complementary activity, we will offer the possibility of joining in these projects, for instance, in e-twinning, in one of those workshops.

What projects have I found that might help me?

I was checking e-twinning projects that have received an award and, to my surprise, they don´t look to be too difficult, the only matter is how to arrange the coordination with other schools.

Sometimes, at least in my case, when we think of these projects perhaps we think about more ambitious things but with fewer cooperation in the development of the activities so we would need a change of heart in order to begin with this new challenge.

What is e-twinning?

From my short experience with this platform I can say that it is a fantastic meeting place for people of different cultures, origines and nationalities to meet and work together: it is a wonderful window to a worl, very different from the classroom.

What I have experience during this time is that the twin-space is full of enthusiastic people, aiming to be involved in different challenges and ready to co-operate and share their experience with others.

In our case it was also our way to contact with different schools in order to be part of Comenius and Erasmus+ project.

Initially it may appear as complicate because there are so many things on it! but with a bit of patience it is posible to go finding what we want to do and our students too can learn easily how to move in their respective projects.