Tic-Tac-Toe Games in the English Primary Class

INTRODUCTION

Introducing games in the primary classroom can be an effective way to engage students and make learning enjoyable. One popular and versatile game that can be utilized to enhance English language skills is Tic-Tac-Toe. Known for its simplicity and strategic thinking, Tic-Tac-Toe offers opportunities for practicing vocabulary, grammar, and critical thinking.

When it comes to teaching young learners, incorporating interactive and hands-on activities can significantly enhance their language learning experience. Floor Tic Tac Toe, a modified version of the classic game, offers a dynamic and engaging way to teach English language teaching (ELT) concepts. By utilizing a large floor-sized board, children can actively participate in language learning while having fun. In this blog post, we will explore creative ways to use Floor Tic Tac Toe in ELT classrooms to teach young learners effectively.

1. Vocabulary Tic-Tac-Toe:

Tic-Tac-Toe can be adapted to reinforce vocabulary learning. Create a grid with vocabulary words related to a specific topic or unit of study. Divide the class into pairs or small groups and have them take turns selecting a word from the grid. In order to mark a square, students must correctly use the word in a sentence. Encourage students to think creatively and use the vocabulary words in context. This game not only strengthens vocabulary retention but also encourages peer collaboration.

2. Grammar Tic-Tac-Toe:

Tic-Tac-Toe can also be used as a fun way to practice grammar concepts. Create a grid with different grammar rules or sentence structures, such as verb tenses, parts of speech, or sentence types. Again, divide the class into pairs or small groups and have them take turns selecting a square and constructing a sentence that exemplifies the corresponding grammar rule. By actively applying grammar rules in a game-like setting, students become more comfortable and confident in their language use.

3. Spelling Tic-Tac-Toe:

Spelling is another area that can be reinforced through Tic-Tac-Toe games. Create a grid with words that students have been practicing or words that follow a specific spelling pattern. Each player takes turns selecting a square and correctly spelling the word associated with it. To make it more challenging, you can require students to use the word in a sentence or provide its definition. This activity not only improves spelling accuracy but also encourages students to expand their vocabulary and understanding of word meanings.

4. Reading Comprehension Tic-Tac-Toe:

Tic-Tac-Toe can be adapted to promote reading comprehension skills. Create a grid with different comprehension questions related to a story or text that the class has read. Students take turns selecting a question and providing an answer. Encourage them to support their answers with evidence from the text. This activity encourages critical thinking, encourages students to engage deeply with the reading material, and improves their ability to extract information and infer meaning.

5. Writing Prompts Tic-Tac-Toe:

Tic-Tac-Toe can also be used to inspire creative writing. Create a grid with different writing prompts, such as “Write a story about a magical adventure” or “Describe your dream vacation.” Students take turns selecting a square and writing a short piece based on the prompt. This activity encourages imagination, storytelling, and the development of writing skills. Students can share their written pieces with the class or in small groups, fostering a supportive and collaborative writing community.

6. Interactive Whiteboard Tic-Tac-Toe:

To add a technological twist, you can use interactive whiteboards or digital platforms to play Tic-Tac-Toe games as a whole class activity. Divide the class into two teams and project a Tic-Tac-Toe grid on the board. Students take turns coming up to the board and selecting a square by answering a question, providing a definition, or completing a sentence. This interactive approach adds an element of excitement and competitiveness to the game while promoting active participation from all students.

7. Vocabulary Match Tic-Tac-Toe:

Create a grid with vocabulary words on one side and corresponding definitions or pictures on the other side. Students must match the word with its definition or picture to mark a square. This game reinforces vocabulary comprehension and helps students make connections between words and their meanings.

8. Conversation Tic-Tac-Toe:

Instead of using words or sentences, create a grid with conversation prompts or discussion topics. Students take turns selecting a square and engaging in a conversation based on the prompt. Encourage them to ask follow-up questions, express their opinions, and actively listen to their partner. This activity develops speaking and listening skills while promoting communication and interpersonal interactions.

9. Phonics Tic-Tac-Toe:

For younger primary students, adapt Tic-Tac-Toe to focus on phonics skills. Create a grid with letters or phonemes. Students take turns selecting a square and coming up with a word that starts or ends with the corresponding sound. This game reinforces phonics knowledge, letter-sound relationships, and early reading skills.

10. Theme-Based Tic-Tac-Toe:

Design a Tic-Tac-Toe grid around a specific theme, such as animals, food, or transportation. Each square represents a different aspect of the theme. Students take turns selecting a square and providing relevant information or descriptions. This activity expands vocabulary, encourages research, and deepens understanding of the chosen theme.

Remember to adapt the game rules and grids according to the age and proficiency level of your students. Tic-Tac-Toe games offer a versatile and interactive way to reinforce various English language skills while promoting active participation and enjoyment in the classroom. Incorporate these games into your lessons, and watch your students’ engagement and language proficiency soar!

11. Sentence Formation Challenge:

Floor Tic Tac Toe can be adapted to promote sentence formation skills among young learners. Create a large Tic Tac Toe grid on the floor, with each square containing a word or a phrase related to a specific grammar concept or vocabulary theme. Students take turns stepping on a square and using the word or phrase in a grammatically correct sentence. To claim the square, the player must form a complete sentence within a given time limit. This game enhances sentence construction abilities, encourages creativity, and reinforces grammar and vocabulary usage.

12. Grammar Relay Tic Tac Toe:

To reinforce grammar concepts, design a large Tic Tac Toe grid on the floor, with each square containing a sentence with a missing grammatical element. Divide the class into two teams and assign them different colored markers. Students take turns running to the board and filling in the missing element correctly to claim the square for their team. This game promotes grammar accuracy, encourages quick thinking, and reinforces grammar rules in an engaging way.

CONCLUSION

Incorporating Tic-Tac-Toe games into the English primary classroom brings a new level of excitement and engagement to language learning. Whether it’s reinforcing vocabulary, practicing grammar, enhancing spelling, promoting reading comprehension, inspiring writing, or fostering conversation, Tic-Tac-Toe provides endless opportunities for students to develop their language skills in a fun and interactive way. By adapting the game to different language areas and incorporating technological tools or theme-based grids, teachers can create a dynamic learning environment that encourages active participation and enjoyment. Let’s bring out the grids, let the X’s and O’s mark the path to language proficiency, and watch our students thrive in the world of Tic-Tac-Toe language learning.

I have realized that these floor-based activities offer an opportunity for physical movement, multisensory learning, and active participation, ensuring that young learners have a memorable and effective language-learning experience. So, gather the tape, mats, and markers, and let the floor Tic Tac Toe games begin!

BONUS: Floor Tic Tac Toe ELT Grammar Games for Young Learners

Introduction:

Teaching grammar to young learners can often be a challenging task. However, by incorporating interactive and hands-on activities into English Language Teaching (ELT) classrooms, educators can make the learning process enjoyable and engaging. Floor Tic Tac Toe, a modified version of the classic game, offers an excellent opportunity to reinforce grammar concepts in a dynamic and interactive way. In this part of the blog post, I will explore creative grammar games using Floor Tic Tac Toe, designed specifically for young learners, to make grammar learning an exciting adventure that I have either tried or I am willing to try, ASAP.

1. Verb Tense Race:

Floor Tic Tac Toe can be adapted to reinforce verb tenses and their usage. Create a large Tic Tac Toe grid on the floor, with each square containing a verb. Divide the class into teams and give each team a set of verb tense cards (present, past, future, etc.). Students take turns racing to the correct verb tense card and placing it on the square they wish to claim. To win the square, the student must explain why the chosen verb tense is appropriate for the given verb. This game enhances understanding of verb tenses, encourages critical thinking, and strengthens grammar accuracy.

2. Sentence Structure Challenge:

Floor Tic Tac Toe can also be used to teach sentence structure and word order. Create a large Tic Tac Toe grid on the floor, with each square containing a word or phrase. Students take turns stepping on a square and using the word or phrase to form a grammatically correct sentence. To claim the square, the student must arrange the words in the correct order and deliver a coherent sentence within a given time limit. This game promotes sentence construction skills, reinforces grammar rules, and encourages creativity in using vocabulary.

3. Preposition Pathway:

Teaching prepositions becomes an engaging adventure with a Preposition Pathway game. Design a large pathway on the floor, including various prepositions such as “under,” “over,” “between,” and “behind.” Divide the class into teams and provide each team with a set of picture cards representing different objects. Students take turns choosing a picture card and placing it on the pathway, correctly using the corresponding preposition to describe the object’s location. To claim the square, the team must accurately position the picture card according to the preposition. This game enhances preposition usage, spatial awareness, and critical thinking.

4. Grammar Relay Challenge:

Incorporate teamwork and friendly competition with a Grammar Relay Challenge using Floor Tic Tac Toe. Create a large Tic Tac Toe grid on the floor, with each square containing a sentence with a missing grammar element (e.g., articles, subject-verb agreement, or pronouns). Divide the class into teams and assign them different colored markers. Students take turns running to the board, completing the missing grammar element correctly, and claiming the square for their team. This game promotes grammar accuracy, encourages quick thinking, and reinforces grammar rules in an exciting and dynamic way.

CONCLUSION:

Floor Tic Tac Toe ELT grammar games provide young learners with an engaging and interactive approach to mastering grammar concepts. By adapting the traditional game to focus on parts of speech, verb tenses, sentence structure, prepositions, or grammar elements, we can create a vibrant learning environment that fosters participation, collaboration, and grammar proficiency. These floor-based activities offer a multisensory experience, enhance critical thinking, and make grammar learning enjoyable for young learners.

“e-twinners behind the scenes”: an e-twinning project 2022/23/final products and a precious letter

“Renata’s Legacy – Advocacy, Education, and Environmental Justice”

Project Summary:

Our 2022-23 e-twinning project “e-Twinners behind the scenes”  aimed to honor the inspiring life and legacy of Renata, a devoted mother, passionate teacher, and advocate for women’s rights and environmental justice. The project sought to engage students in exploring and reflecting upon her story, her commitment, and her unwavering pursuit of justice. Through various activities, students developed a deeper understanding of the importance of activism, education, and the preservation of natural resources while aligning with the goals of Agenda 2030.

By focusing on Renata’s incredible journey, we also aimed to align our project with the goals outlined in the eTwinning Agenda 2030. These goals include promoting sustainable development, gender equality, quality education, and strong institutions. Renata’s commitment to her community, her fight for women’s and children’s rights, and her unwavering dedication to preserving the natural beauty of Porto Selvaggio perfectly embody these shared values and aspirations.

DISSEMINATION 1

We decided to look for Renata’s daughters. We managed to find them. One of the has become a teacher! We wrote them about our project which had been inspired by their mother and we got a touching reply letter back!

HERE’S THE ENGLISH TRANSLATION

Dear students.

You are the fruit of Renata’s sowing, of her fight for the common good, of a dream that comes true.

With your commitment, you, young people, looking to the future, enthusiastic and full of life and dreams, will be able to feed the consciences of adults and fight for a future of Truth and Justice, in the name of those who can no longer do so, like our mother.

We thank you, the men and women of tomorrow, the young supporters of those who fought and sacrificed themselves, a long list of names, stories, lives, a thousand innocent victims, the living memory of the fighters for a better life for all of us, who deserve recognition and honor.

  We thank you, in the name of our mother, an educator, a woman who loved her land and fought to see it free, at all costs.

We embrace you as brothers: in the wild beauty of the Park of PORTO SALVAGIO, you too will walk forever, hand in hand, with Renata.

HERE’S THE GREEK TRANSLATION

Αγαπητοί e-twinners.

Είστε ο καρπός της σποράς της Ρενάτας, του αγώνα  της για το κοινό καλό, ενός ονείρου που γίνεται πραγματικότητα. 

Με τη δέσμευσή σας , εσείς οι νέοι, ατενίζοντας το μέλλον, ενθουσιώδεις και γεμάτοι ζωή και όνειρα,, θα μπορέσετε να τροφοδοτήσετε τις συνειδήσεις των ενηλίκων και να αγωνιστείτε για ένα μέλλον Αλήθειας και Δικαιοσύνης, στο όνομα εκείνων που δεν μπορούν πλέον να το κάνουν, όπως η μητέρα μας.

Σας ευχαριστούμε, εσάς , τους άνδρες και γυναίκες του αύριο, τους νεαρούς υποστηρικτές εκείνων που αγωνίστηκαν και θυσιάστηκαν, ένα αρμολόι ονομάτων, ιστοριών, ζωών ,χιλίων αθώων θυμάτων,τη  ζωντανή μνήμη των αγωνιστών για μια καλύτερη ζωή για όλους μας, που αξίζουν αναγνώρισης και τιμής.

 Σας ευχαριστούμε ακόμη στο όνομα της μητέρας μας, μιας μητέρας, μιας εκπαιδευτικού  μιας γυναίκας που αγάπησε τη γη της και αγωνίστηκε να τη δει ελεύθερη, ακέραια,με κάθε κόστος.

Σας αγκαλιάζουμε αδερφικά: στην άγρια ομορφιά του Πάρκου του PORTO SALVAGIO θα περπατάτε πια για πάντα κι εσείς , χέρι με χέρι, με τη Ρενάτα.

DISSEMINATION 2

We also managed to finish our collaborative work on our major final product which is our play script e-book!

https://view.genial.ly/644d1bf7fd4e5c001937c548

DISSEMINATION 3

Here’s our twinspace PROJECT REPORT, about all our steps in the project!

https://view.genial.ly/64283d2c5a553d0011794b97/learning-experience-didactic-unit-etwinners-behind-the-scenes-reposrt-of-our-project

We are so proud of our students!

My ETALarissa 2021-2023 ERASMUS+ training courses overview

What is Erasmus+?

Erasmus+ is the EU’s program to support education, training, youth, and sport in Europe.

It has an estimated budget of €26.2 billion.

The program places a strong focus on social inclusion, green and digital transitions, and promoting young people’s participation in democratic life.

It supports priorities and activities set out in the European Education Area, Digital Education Action Plan, and the European Skills Agenda.

Organizations wanting to participate in Erasmus+ may engage in a number of development and networking activities, including strategic improvement of the professional skills of their staff, organizational capacity building, and creating transnational cooperative partnerships with organizations from other countries in order to produce innovative outputs or exchange best practices.

In addition, organizations facilitate learning mobility opportunities for students, education staff, trainees, apprentices, volunteers, youth workers, and young people.

The benefits for involved organizations include an increased capacity to operate at an international level, improved management methods, access to more funding opportunities and projects, increased ability to prepare, manage, and follow-up projects, as well as a more attractive portfolio of opportunities for learners and staff at participating organizations.

In a nutshell, the Erasmus+ program offers the opportunity to send or receive teachers, trainers, headmasters, and any other school, university, and adult education staff who are all eligible to receive an Erasmus plus grant, covering all the training course costs including travel, board and lodging and course fee, for teaching or professional development purposes. They can take part in a training course in another country if your organization gets the Erasmus+ grant. More information is on the official Erasmus website. 

But, what is the importance of the ETALarissa teacher training courses?

For ETALarissa Teacher Training Programs help improve teachers in adult education, time management, technical knowledge, motivating the educational and local community, in general, and teaching skills. Thus resulting in the overall improvement of the institution.

The benefits for the organization include an increased capacity to operate at an international level, improved management skills, access to more funding opportunities and projects, increased ability to prepare, manage, and follow-up projects, a more attractive portfolio of opportunities, and the opportunity to develop innovative projects with partners from around the world.

Key Action 1: Learning mobility of individuals

ABOUT ETALarissa

“The organization is an association of teachers of English which according to its statute aims at: –
providing its members with professional development through training courses, conferences, and educational events so that they can be better teachers at their schools – ensuring their moral and emotional development in order that they can better serve the local community as active citizens.

To that end, our association has created partnerships with local, national, and international organizations
i.e. the Municipality of Larissa, EEPEK (https://www.eepek.gr/el/), American Embassy (https://gr.usembassy.gov/education-culture/), TESOL Greece (https://tesolgreece.org/) KETHEA (Therapy Centre for Addictions: https://www.kethea.gr/en/), Teachers for Europe (https://www.teachers4europe.eu/), ECML (https://www.ecml.at/ ), Global Village Project (https://globalvillageproject.org/).

In cooperation with these bodies, we have organized
various events addressed not only to our members but also to the wider community.

Moreover, the association has become an active member of the “Larissa Learning City”
network, which is responsible for creating training opportunities for disadvantaged social groups and individuals. Our members are already active contributors to this network’s actions to build a thriving inclusive learning environment in the city in the wake of the financial crisis Our association can manage and implement the project efficiently as the Board Members have previous experience in similar projects.”

To give you a broader idea, I am sharing two of the mobilities I have personally taken part in, representing ETALarissa, during the last two years.

All the information below comes from our collaborative mobility diaries.

Soft Skills and Emotional Intelligence for teachers and education staff

Arrival date: 25/07/2021 Departure Date: 31/07/2021 

Venue: Palermo, Sicily, Italy

 Training introduction 

This structured intense course aims to enable participants to improve their soft skills such as team working,  working in a multicultural environment, managing a team, leadership, crisis and conflicts management, public speaking, communication, and meeting management. The general aim of this course is to foster excellence in education by empowering teachers, trainers, headmasters, and other education staff to improve their soft skills together with other participants and trainers throughout all of Europe gaining as well a broader understanding of education in Europe, and exchanging best practices and experiences. 

Thanks to this course the participants: 

– Acquire knowledge and tools about teamwork and team management, conflict management, meeting  management, public speaking, and communication through specific practical learning sessions; – Improve their practical soft skills through group exercises and tools’ simulations; 

– Cooperate and learn in an international context improving their capacity to communicate in English and teamwork  in a multicultural environment; 

– Improve their Curriculum Vitae competencies and their employability perspectives; 

– Exchange best practices and share experiences with participants and staff coming throughout Europe; – Make contacts with individuals and organizations working in the education field in Europe through everyday  cooperation and networking and team-building activities; 

– Visit and network with Italian institutions. More information on the website: www.erasmustrainingcourses.eu

Day 1

The first day was the introduction to the course and the trainer provided us with useful information concerning our stay. The team building activities were successful in letting us mingle and meet each other and refer to our expectations of the program.

There was a PowerPoint presentation and five different activities took place, each helping us visualize what was presented. The most important points covered were:

The kind of soft skills we are going to explore, mentioning as a very basic one, is the N.L.P skill and its presuppositions. Based on that a teacher should break up his students’ beliefs in order to motivate them.

Furthermore, unless you try, fail, and try again you will not learn and eventually succeed in your visions.

Another point was the quote by Alfred Korzibsky “the map is not the territory”, which reminded us that each person perceives things and learns in a different manner. This quote was actually used by us during lunch and dinner.

Culturally we walked around the town, sightseeing and tasting local delicacies on our own.

Day 2

We started off the day with a wrap-up activity to see what we remembered from the previous day and made a mind map of everything.

Afterward, we focused on leadership styles and had a group activity on that. Next, there was a ninja move from our trainer when he asked us to prepare a 2-minute speech ( in 10 seconds) and deliver it. During this activity, there were some revealing moments for most of us. We are waiting for the feedback.

Then we went on to communication styles, how to achieve assertiveness, and how to use it as an effective way of communication. Through an activity, we practiced saying no and how recognizing different learning styles.

In the afternoon we spent a beautiful evening in the historic city of Palermo guided by Guilia Zambou. The day ended under the lit streets of via Marquesa.

Day 3

Morning wrap-up. We were divided into two groups to discuss leadership styles and communication types which were the topics of the previous day while commenting on each other’s public speech attempts and presenting it in the front.

Next, our trainer presented us with an activity we could try with our colleagues/ students, so as to raise awareness concerning the different types of communication we use and how to make the best of it.

Our main topic of the day was non-verbal communication and learning to speak body language. We focused on:  eye contact, posture, and tone of voice, important elements when delivering a speech. All this was supported by discussing extensive examples of different body positions and the signal they convey.

Yet the day finished early so as to have a guided tour in Cefalu which included swimming in the Mediterranean waters under the hot sun.

Day 4

After the morning wrap-up, where we elaborated on body language and the significance of non-verbal communication, we focused on public speech. After defining what a public speech is, we were shown the main principles of one. Today’s training involved a lot of theory on how to prepare a speech and the ways we can use to highlight what’s important. “The audience is always on our side” is a presupposition. There were some more activities in between and towards the end we were shown videos of our first attempts at public speaking. We all commented and our trainer provided us with his feedback.

In the afternoon we enjoyed a guided tour in Monreale where we saw the famous cathedral, which is part of the Unesco heritage list of monuments.

Another day passed, knowledge was acquired, and connections were made. Erasmus has so much to offer!   

Day 5

A week has passed and we haven’t even realized it. We summed up everything on public speech and moved on to emotional intelligence. It was a day full of activities starting with the 5 pillars of emotional quotient and an empathy bingo. We all won because it was a win/win situation. This is not the case with conflict as we learned afterward.  Although it can be positive, one may choose when, how, and where to engage. So we’ve put on our thinking hats and tried to reach a resolution. Not always easy.

But all good things come to an end. So we took our certificates and pictures and.. headed off to the beach. We said goodbye to Sicily and our new friends with a lot of pizza, some wine, and some dancing. 

Teaching tolerance, diversity, and active citizenship in the 21st-century classroom

Training session: 20.06 – 26.06.2022

Venue:  Escola Superior de Educação,  Santarém , Portugal

Training introduction 

Our training was based on the “My Europe – Your Europe – Your Say”(ME-YOU-US) project resulted from the joint expertise and experience of like-minded organizations from different sectors of education who believe that every individual is unique, equally worthy, and has the right to live according to their beliefs, customs, practices and established behavior rules. Europe is quite different compared to what it used to be a few years ago. Globalization and migration have brought together people from different ethnic origins, religious backgrounds, beliefs, traditions, and languages. However, sharing a common space does not automatically result in overcoming the boundaries of historically constituted communities; it does not necessarily involve opening yourself to otherness. It even resulted in the opposite: nationalistic and xenophobic political parties have been emerging and gaining public support in many EU countries, with the six partner countries included.

Considering the latest events and development trends in Europe the idea of launching a project that will provide support to educators in their mission to teach students to live with the new realities in Europe, not only to accept the diversity of people and concepts but to value it as an opportunity through which we can learn from one another in order to build stronger, more dynamic societies, seemed crucial.

Day 1 

We have realized our fears and expectations about the course and not only. 

Also, we understood that we have to learn to be more tolerant and value diversity to learn from each other and build stronger and more dynamic societies. To do so, teachers and students need tools and training. 

Globalization and migration have brought together people from different ethnic origins, religions, backgrounds, beliefs, traditions, and languages. 

We have considered our students` objectives: to believe in and respect human rights, value every member of society as a human being, to be actively involved in the community, which are just a few of them. 

All in all, our course modules include diversity, human rights, and active citizenship.  

Positive aspects of the first day ; 

The networking activities, the warm-up ice breakers, and the team-building games we played working in teams, both indoors and outdoors. 

Day 2 

Today, we worked on formal, non-formal, and informal education: characteristics, similarities, and differences. 

We agreed that formal education is usually less creative, teacher-oriented, rather monotonous, exams oriented, and less effective, with a well-planned syllabus and limited teaching of life skills. We also agreed that nonformal education is usually based on satisfaction, fun, intrinsic motivation, freedom of choice, and observation. On the other hand, informal education involves caring teachers and an informal curriculum, and it is usually spontaneous, highly motivating, and essential to life-long learning. 

We also practiced several non-formal highly interesting evaluation techniques.

We were introduced to the human rights module and experienced a few relevant team-building activities and games. 

Finally, we stepped in the shoes of students and participated in a training session from the human rights module followed by the course daily evaluation. 

Positive aspects of the first day ; 

The networking activities and the human rights team building activities and games, both indoors and outdoors. 

Negative aspects of the first day:

The lack of networking and cultural activities and leisure time spent with the course partners, in the afternoons. 

Day 3 

Today, we were sent the digital teacher’s manual and were introduced to its content, in detail.

We were also introduced to the “Diversity and Social Inclusion” module, its energizers, and its objectives. 

We learned how to recognize the manifestation of social exclusion behavior. 

We also learned how to create a culture of zero tolerance for social exclusion as a form of bullying in the school environment.

Finally, we discussed one`s responsibility in fighting social exclusion. 

We stepped in the shoes of students and participated in a training session from the FSI module, in which we were asked to participate in sketches, concerning either social inclusion or social exclusion.

Additionally, we learned how to teach our students how to reflect, using Bonno`s  6 thinking hats and we were introduced to several relaxation techniques which are related to diversity. 

All in all, we understood that thinking about past and future events and decisions can be frustrating and that life is complex, therefore we should always distinguish between the different aspects of a decision, in order to see the real picture before we take action. 

The group social interaction and bonding were today`s highlights.

First, we participated in inspiring group activities, which had to do with the Theatre of the Oppressed and later we visited the Municipality House of Santarem and were offered a tour of the town by a professional guide.  

The only negative comment concerns the lack of practical support and quidance by the course organizers when it comes to our evening cultural activities and day trips.

Day 4

Today, we went on an educational day trip to an inclusive public  Portuguese School: Agrupamento de Escolas Cidade do Entroncamento AECE (in the town of  Entroncamento) where there we were welcomed by the school principal of AECE or  Escolá Básica da Zona Verde.

We discussed practical activities making use of the training resources in the Teachers’ Toolkit for teaching Human rights, Diversity, and Active Citizenship by the teachers from the school.

We realized that for Portugal, inclusive education is for all students. This means that there is no distinction between student groups and no labeling of students. Instead, students’ individual needs are considered and supported by various measures in schools.

Portugal has had in place laws envisioning the provision of education for all students, without exception, in their local mainstream schools.

Special schools are being transformed into resource centers for inclusion, supporting their former students, now placed in mainstream schools.

Instead of categorizing students, Portugal supports the idea that all students can achieve a profile of competencies and skills.

It emphasizes flexible curricular models, systematic monitoring of the effectiveness of interventions, and collaboration with parents.

A key feature is an emphasis on collaboration, with a well-established pattern of schools working in local clusters.

As the Portuguese education system moved forward in relation to inclusion over the last two decades, the country has also seen impressive developments in terms of equity.

It is one of the few countries with improvement in all of the subjects assessed by OECD’s PISA.

The rate of early leavers from education has reduced significantly.

All in all, we were impressed by both the quality of education and the hospitality and friendliness of the whole school community, in the typical local school we visited. 

The group social interaction and further bonding were today`s highlights, once again, during both the educational day trip to Educamento and the recreational afternoon trips, in the area. 

After-class bonding and networking are not actually enhanced among the course partners, by the organizers. It fully depends on us. 

Day 5

Today has been a highly busy training course day. 

It kicked off by visiting the Escola Superior de Educacao STEAM Labs and experiencing STEAM, in practice. 

We were first presented with and next practiced creative STEM activities, for students.  

We were then presented with the Science and Math creative lab targets: interdisciplinary teaching practices, innovative learning environments and collaboration, problem and project-based learning, robotics, and programming.

We were also shown the lab’s digital resources, research outcomes, and sustainability activities.

A presentation of the spaces which are related to the lab projects, along with practice with a variety of interactive space STEM activities, followed. 

We were later introduced to the ” Identity and Active Citizenship” module. 

Afterward, we stepped in the shoes of students and participated in three training sessions, from that module. 

We put special emphasis on European values, a few of which we agreed should be: respect for human dignity, freedom, peace, tolerance, solidarity, equality, democracy, rule of law, and respect for human rights and minorities.  

We also discussed life values that should be taught at home and tried several group bonding activities and activities about people in need.

A group discussion followed related to the 

” Identity and Active Citizenship ” module. 

We were finally asked to share ideas and practical solutions about suggested social problems of people in need.

The group social interaction and further bonding were today`s highlights, once again, mainly during the educational day trip to the town of Tomar, together with the majority of partners.

Day 6

The day started with a reference to the need to make use of the training and NFE tools in the everyday teaching and learning process- discussion, and sharing ideas.

Then, the participants were presented with the eTwinning platform and the opportunities for schools.

A practical session followed about registering on the platform and planning collaborative projects. There was a focus on networking and future collaboration. We continued with a discussion about prospective partnerships and an Erasmus+, KA1, and KA2 projects fair ended the first part of the day. 

Later, we went to Sintra and Quinta da Regaleira on a cultural visit, getting to know Portugal and the roots of the tolerance and open-mindedness of Portuguese people. 

Finally, we received our Certificates and shared our final evaluation of the project. 

The day ended with a short trip to Lisbon.

The group social interaction and further bonding were today`s highlights, once again, mainly during the educational day trip in order to get to know the Portuguese cultural heritage and each other more. 

Dissemination

HERE ARE THE LINKS TO MY PRESENTATIONS, CONCERNING THE TWO ERASMUS+ MOBILITIES AND TRAINING COURSES I HAVE ATTENDED, REPRESENTING ETALarissa.

CLICK HERE FOR THE Soft Skills and Emotional Intelligence for teachers and education staff ONE

CLICK HERE FOR THE Teaching tolerance, diversity, and active citizenship in the 21st-century classroom ONE

ABC: there is NO Planet B-an eTwinning project 2021/22

When the pandemic began, teachers all over the World were given little notice to shift very quickly to distance learning or e-learning, sometimes with no training. In many cases, we had 48 hours or a weekend to reinvent lessons for an already planned curriculum, learn new technologies, find non-technology solutions to student learning, and figure out how to keep students engaged. But all of us eTwinning teachers, also had to balance home and work and how to do our life’s work from afar while simultaneously caring for students, grieving losses, and so many more challenges and obstacles!

By the way, for all those -mainly non-European -teachers who keep asking me about what eTwinning is about: eTwinning is the community for schools in Europe.

Since then I personally realized that there is only ONE thing that is still here for both me and my students, during these hard times: eTwinning!

eTwinning offers a platform for staff (teachers, head teachers, librarians, etc.), working in a school in one of the European countries involved, to communicate, collaborate, develop projects, share and, in short, feel and be part of the most exciting learning community in Europe. eTwinning is co-funded by the Erasmus+, the European program for Education, Training, Youth, and Sport. eTwinning promotes school collaboration in Europe through the use of Information and Communication Technologies (ICT) by providing support, tools, and services for schools. eTwinning also offers opportunities for free and continuing online Professional Development for educators. Launched in 2005 as the main action of the European Commission’s eLearning Programme, eTwinning is co-funded by Erasmus+, the European program for Education, Training, Youth, and Sport, since 2014. Its Central Support Service is operated by European Schoolnet, an international partnership of 34 European Ministries of Education developing learning for schools, teachers, and pupils across Europe. eTwinning is further supported at the national level by 38 National Support Services.

TwinSpace

The place where eTwinning magic really happens is the TwinSpace; a safe platform visible only to the teachers participating in a project. Students can also be invited to the TwinSpace to meet and collaborate with peers from their partner schools.

One of the most important elements of eTwinning is a collaboration among teachers, students, schools, parents, and local authorities. In eTwinning teachers work together and organize activities for their students. They have an active role, interact, investigate, make decisions, respect each other and learn 21st-century skills. eTwinning projects involve the contribution of each member of the team. Take inspiration and explore these awarded projects.

Finally, in eTwinning, our work is important and deserves to be shared and recognized locally, nationally, and Europe-wide. eTwinning recognizes the work carried out by teachers, students, and schools through National and European Quality Labels, eTwinning Awards, eTwinning Schools, and the eTwinning Portfolio.

Οur school inspiring eTwinning project, this year, was a project about the environment!

ABC: there is NO planet B is an eTwinning project that has partners from Turkey, Italy, and Greece. It is a collaborative, creative project on climate change and environmental challenges.

ABC stands for Awareness, Belief, Communication.

Pupils become aware of and are educated on environmental issues, they express their thoughts and ideas in a variety of ways, believe in their strengths, and suggest ways to make small changes towards this big challenge. The activities proposed in this project aim to help students realize how global warming resulting from climate change impacts Earth. They encourage them to take action to make the world a better place. 

Throughout the project, students raise awareness and spread knowledge about the issue of Climate Change in their schools and local communities.

AIMS

PSHE aim: To help schools to fulfill their statutory responsibility to support their cultural development and prepare them for the opportunities, responsibilities, and experiences of life. To participate in a collaborative project with different countries in Europe, to exchange ideas and reflections, to communicate thoughts using creative ways.

COMPUTING aim: To use and combine a variety of software (including internet services) on a range of digital devices to design and create content that accomplishes given goals, including collecting, analyzing, evaluating, and presenting data and information.

SCIENCE aim: To explore the causes and effects of climate change and raise awareness of the environmental challenges.

WORK PROCESS

Presentation of the project to our schools and the other partners. Some activities include: Design of a logo, collaborative murals and artwork, posters and PPT presentations, collaborative Ebooks, formal letters to local MPs to raise awareness, Covid-19 and its impact, etc

The tasks have been discussed in a messenger or what’s app group with the other teachers and set by the leading schools; the activities and work produced have been shared in twinspace by all schools and the work process has been communicated using the journal. eTwinning Ambassadors clubs have been created to support the project as well as distant learning arrangements.

Depending on the activity, pupils have the opportunity to work independently, with talk partners, or in small groups and some have twinspace membership to share their work, enjoy and comment on the other schools’ work, and communicate their thoughts and feelings by joining in forums, work collaboratively.

EXPECTED RESULTS

The end products are collaborative ebooks filled with their creative work. Some activities include: Design of a logo, collaborative murals, and artwork, posters and PPT presentations, collaborative e-books, formal letters to local MPs to raise awareness, wars and their impact on the environment, etc

All in all, our project, helps us to widen our horizons, reconsider our perspectives, improve self-esteem, increase our understanding of different environmental issues, enhance our awareness of the environment and prove that “communication is the basis of understanding others and the world”.

The process is always constantly about learning to learn collaboratively, building an inclusive and equitable environment for all.
The pupils have been inspired and motivated and participated equally in the shaping of our project.

HanDS: Democratic Schools-an etwinning project 2019/20

When this pandemic began, teachers all over the World were given little notice to shift very quickly to distance learning or e-learning, sometimes with no training. In many cases, we had 48 hours or a weekend to reinvent lessons for an already planned curriculum, learn new technologies, find non-technology solutions to student learning, and figure out how to keep students engaged. But all us etwinning teachers ,also had to balance home and work and how to do our life’s work from afar while simultaneously caring for students, grieving losses, and so many more challenges and obstacles!

For all those -mainly non-European -teachers who keep asking me about what etwinning is about: eTwinning is the community for schools in Europe.

I personally realised that there was only ONE thing that was still there for both me and my students, during the lockdown: etwinning!

eTwinning offers a platform for staff (teachers, head teachers, librarians, etc.), working in a school in one of the European countries involved, to communicate, collaborate, develop projects, share and, in short, feel and be part of the most exciting learning community in Europe. eTwinning is co-funded by the Erasmus+, the European programme for Education, Training, Youth and Sport.

eTwinning promotes school collaboration in Europe through the use of Information and Communication Technologies (ICT) by providing support, tools and services for schools. eTwinning also offers opportunities for free and continuing online Professional Development for educators.

Launched in 2005 as the main action of the European Commission’s eLearning Programme, eTwinning is co-funded by the Erasmus+, the European programme for Education, Training, Youth and Sport, since 2014.

Its Central Support Service is operated by European Schoolnet, an international partnership of 34 European Ministries of Education developing learning for schools, teachers and pupils across Europe. eTwinning is further supported at national level by 38 National Support Services.

TwinSpace

The place where eTwinning magic really happens is the TwinSpace; a safe platform visible only to the teachers participating in a project. Students can also be invited in the TwinSpace to meet and collaborate with peers from their partner schools.

One of the most important elements of eTwinning is collaboration among teachers, students, schools, parents, and local authorities. In eTwinning teachers work together and organise activities for their students. They have an active role, interact, investigate, make decisions, respect each other and learn 21st century skills. eTwinning projects involve the contribution of each member of the team. Take inspiration and explore these awarded projects.

Finally, in eTwinning, our work is important and deserves to be shared and recognised locally, nationally and Europe-wide. eTwinning recognises the work carried out by teachers, students, and schools through National and European Quality Labels, eTwinning Awards, eTwinning Schools and the eTwinning Portfolio.

One of our school  inspiring etwinning projects, this year, was a project about DEMOCRATIC VALUES.

About the project

This #eTw4Democracy project, provides an opportunity for students to make connections with students of other European partner schools, sharing and enhancing democratic values, at the same time.
Our schools are microcosms of the communities in which they exist. They are the perfect environment for students not only to learn about civics and democratic values, but also to experience democracy in all aspects of school life cultivating the way the students become citizens. In a democratic school students and teachers should participate equally in the shaping of school life, thus realising their right to have a say on matters that affect them. The activities in this project aim to support students in promoting democratic values within their school communities ensuring that students understand their rights and responsibilities and have strategies for building an inclusive and equitable school environment for all.

AIMS

The overall aim is to share school democratic values, with others! Children will recognize that their actions affect themselves but also others.
Our “HanDS” project, provides the opportunity to break down classroom walls, too. It gives our students a chance to see a world outside of their walls and teach about Democracy, at the same time. Additionally, our aim is that, the concept of Europe will be understood and our students will become fully aware of the other European partner schools. Therefore, citizenship should become a practical ,rather than theoretical, part of the curriculum.
All in all,our aims are:
To prepare students for their future role as citizens
To provide students with opportunities for learning in a democratic environment
To promote active participation and responsibility in the school environment
To improve students’ communication, collaboration, decision- making and problem- solving skills

WORK PROCESS

The tasks, will be set by all partner schools; the activities and work produced will be shared on twinspace by the schools, on a monthly basis and the work process will be communicated using the journal, on a weekly basis. Depending on the activity, pupils will have the opportunity to work independently or with talk partners and will have membership / access to twinspace to share and see the other school’s work and join in forums. Children will also have the opportunity to work in mixed ability groups in each school or in teams of pupils in different schools, sharing responsibilities. They will also have to work in teams, to think of ideas about collaborative projects and about the hand-print crafts, to fill the parcels that will be sent to the other schools, on different topics. Those parcels will have themes, such as:school life in the past, school life at present ,a day in a democratic school etc
The project, works on two levels: sharing on twinspace and parcel exchanges, by post.

EXPECTED RESULTS

Children will learn about civics and democratic values, but also experience democracy in all aspects of school life, through their dialogue, written work and the parcels that they will send and receive! Children will also practice writing and communicating in English and children in all countries will familiarize themselves with aspects of each other’s school life, promoting democratic values within their school communities.

Our project, helps us to widen our horizons, reconsider our perspectives, improve self-esteem, increase understanding of different cultures and values , enhance democracy in the school environment and prove that “communication is at the basis of understanding others”.The process is always constantly about learning to learn collaboratively, building an inclusive and equitable school environment for all.
The pupils are expected to be inspired and motivated and participate equally in the shaping of school life .

Our first time, in a Forensics Tournament

Our school the 21st State Primary School of Larissa, within the framework of innovative projects, participated in a Forensics Tournament in English, at the premises of “Ekpedeftiria Mpakogianni” school , in Larissa, in May 2019.

The Tournament, was filled with debating, acting, oral interpretations, impromptus, and a lot of excitement.

During the tournament, our School’s Forensics team presented their skills in the event:

• Oral Interpretation of Literature

To be able to take part in the Tournament, our students learned and practiced the art and skills of competitive forensics .The preparation, lasted about two months.  First, they participated in the research and presentation of the material for oral interpretation of literature. 

The first week, included a close study of public speaking and oral interpretation, and little information about debate.   

All six students in our team,were required to participate in a forensics tournament preparation class, held outside the regularly scheduled class time. Our team met twice a week, for one hour each time. 

Peer Feedback 

My students benefited from peer feedback in that they were able to teach others about the tournament  rules and provided feedback that they would consider relevant. In seeing that their peer feedback was relevant, students were more engaged and invested in working to complete the task successfully. Peer feedback also gave my students an opportunity to have their voices heard, and to listen to each other. It is often easier for us to understand concepts from people who are similar in age as we are.

Our selections

Our selections were from a short story, and four novels.Our selections  incorporated a mix of monologues, dialogues and narrative . Our emphasis was placed on the prose aspect of the performance and not the dramatic qualities of the performance. 

The objective

In general, the objective of a Forensics Lab and Tournament is to enable the participating students to work together and to exchange views on issues of concern to their age, and even, more general social issues and to tell beautiful stories. Also to cultivate their critical thinking, help them to become familiar within the conditions of healthy and democratic dialogue and ultimately, help them to improve their language proficiency in English. During the tournament,both teachers and parents had the opportunity to enjoy the result of the effort of all students ,which was in a high level.

One, will be surprised to find out that a Forensics Tournament, is primarily a question of listening skills.Active listening is what feeds the brain with the necessary information to manage all issues and make all kinds of decisions.At second reading, the the students’ engagement with all areas of concern to human activity and their analysis, empowers them with critical thinking skills which-in these difficult times – are the most important skills for survival.

Finally, the ability of young people to express themselves comprehensively and with clarity, on the issues that concern them, will be valuable, both in their intimate relationships and in the professional arena, in their adult life ,too.

Useful  Info

HISTORY OF FORENSICS

In the early 1970’s, teachers of English from Anatolia College, Athens College (now known as the Hellenic American Educational Foundation), and Pinewood International Schools united to form the Forensics Society to give students from different schools the opportunity to meet to have discussions, make speeches and generally improve their speaking skills in English. 

Within a very short period thereafter, this ‘society’ grew to include another four schools: the American Community Schools (ACS), the Cairo American College, Campion School, and Pierce College (now PIERCE – The American College of Greece). Since that time, an additional nine schools have joined. These schools included the American School of Kuwait, Ekpedeftiki Anagenissi, Byron College, Costeas-Geitonas School, Geitonas School, Mantoulides Schools, The Moraitis School, St. Catherine’s British School, and St. Lawrence College. 

There were two tournaments a year: The fall tournament was held in Athens and the spring tournament was held in Thessaloniki. In some tournaments there were up to sixteen schools participating in the various events. Students originally participated in Debate, Comic and Dramatic Oral Interpretation, Comic and Dramatic Duet Acting, Impromptu Speaking, Original Oratory, and Extemporaneous Speaking. Eventually, however, Extemporaneous Speaking was dropped from the competition due to the ‘controversial’ nature of the current events at the time, and Group Discussion was added. In the 1980s, because of the increase in the number of contestants and the demands on both students and advisors, it was unanimously decided by the coaches of the schools that the tournaments be limited to one annually, alternating between Athens and Thessaloniki each year. The tournament came to be called the Panhellenic Forensics Tournament. The number of contestants in any given tournament has approached 400 in the past few years.

In 2004, another change took place: The society became an official association and is now known as the Panhellenic Forensics Association. The Executive Board of the Association meets regularly and all schools participating in the tournament are members of the Association.

Learning the Basics of Oral Interpretation

Oral Interpretation is the process by which words are pulled from the page and given dimension in a reader’s voice and body. Practitioners of oral interpretation bring stories to life, serving as a vehicle for the messages of the text. Some scholars argue that readers should unlock the meanings intended by the author (the vehicle should be empty) while others believe the meanings of texts inevitably transform as they filter through a reader’s voice, body, experiences, and culture (the vehicle is full of your stuff). Both ends of this dialectic are true: 1) readers should aim to honor the integrity of a text, using logic, analysis and research to investigate the concreteness and completeness literary text, and 2) readers should embrace the creative and artistic ways they effect how texts are understood, adapted, embodied, and delivered to an audience.

“CUbeS: CUlture and Smiles in a Cube” An inspiring etwinning project 2018-19

My non European colleagues, often ask me what eTwinning is all about!

Well….

eTwinning is a free online community for schools in Europe which allows you to find partners and collaborate on projects within a secure network and platform.

Through participating in eTwinning, your school will be able to:

• enrich learning and motivation of pupils (aged between 3 and 19) and staff
• access high quality professional development and ready-made resources
• raise standards across the whole school community
• gain recognition for your commitment through eTwinning awards and the International School Award.
• Search for an Erasmus+  partner to carry out projects with and apply for mobility funding.

There are, also,  special quality labels, for students, teachers and schools!

Quality labels

1.National quality label

A National Quality Label is awarded to teachers with excellent eTwinning projects and indicate that the project has reached a certain level of quality in their country.

2. European quality label

The European Quality Label is a second mark of success and indicates that the project has reached a certain European standard.

3. eTwinning School label

In order to recognise the eTwinning work done at school level, there is now, a new label  available – the eTwinning School Label.

The concept of recognition for work done in eTwinning has been in existence since the start with Quality Labels being available to teachers for their projects both at national and European level. However, these labels are applied only to the work of individual teachers in projects. In order to recognise the work done at school level, a new label is now available to apply for – the eTwinning School Label.

The principle behind this new label is that eTwinning wants to recognise and appraise the involvement, commitment, dedication not only of scattered eTwinners, but of teams of teachers and school leaders within the same school.

The concept of attaining the status of an eTwinning School is that of a developmental journey with components that can be objectively assessed. It is not a competition, but rather a progression from one level to the next.

A summary of our project, this year

Our project celebrates culture and happiness.

What the four partners ( Greece, UK, France and Poland)  propose is that, students produce a presentation or “Culture and Smiles in a Box” on their partner country in groups, both in class and on twinspace Forums. To be able to do this, students  gather information about their own country and life and send it to their partner schools, which are responsible for producing the presentation on their partner country’s cultural assets on twinspace Forums .

Students :

– Consider the definition of culture, and reflect on what this means to them

– Share relevant information about their lives with their European partners

– Create”Culture and Smiles in a Box” presentations

– Reflect on what they have learned about the other country and the differences and similarities between the two cultures

– Write reflective essays on what they have learned

 Objectives

1) To help pupils to identify, explore, and become aware of European values.

2) To raise pupils’ awareness of what makes them happy and share this happiness with their peers in Europe.

3) To assist pupils to identify European linguistic diversity and become aware of the importance of learning European languages.

4) To develop pupils’ insight into the similarities and differences among nations.

Our project in detail

This  #eTwForCulture project ,lasted the whole school year 2018-19. 

There were tasks to be completed to share SMILES in many ways such as passing a ‘messages and our CULTURE in a box’ from one country to the other.

This is a project on happiness; it is about helping students find happiness and sharing it with others. It focused on ourselves, well-being, friendships and relationships. Children have truly enjoyed communicating and participating in a variety of tasks and realising that they have many things in common with their e-pals. Pupils have learnt about the culture of their e-pals / friends (tangible and intangible). It was definitely a project celebrating internationalism and individualism.

Depending on the activity, children had the opportunity to work independently, with talk partners both in class- in 2s, in small mixed ability groups or in whole class situations and on twinspace, using ICT for research or to communicate and present their ideas in different ways.

Pedagogical Innovation and Creativity

The overall aim was to realize that, happiness comes from within us but can be spread and shared with others!

Children reflected on themselves as individuals, identifying positive things about themselves, valuing their abilities, qualities, strengths and achievements as well as their mistakes, sharing and comparing them with their European peers, at the same time!

Children recognized that their culture  affected themselves but also others; they thought of ways to make others smile, by means of intercultural projects !

Children considered their own and their partners’ feelings (empathy) and thought of appropriate strategies to cope with uncomfortable feelings as well as skills for solving problems and different ways of behaving to different types of intercultural relationships.

Children also focused on intercultural relationships and they explored the value of these relationships as well as their feelings within the context of important relationships, including family and friends of a different cultural background.

Children made each other smile through their dialogue, written work and through technology!

 All in all:

Children felt able to be creative with their audience in the partner schools in mind and dare to share and compare.They also used their imagination and creativity as well as their artistic skills, in order to fill their CUbeS with content.

The learning from the project was so significant that it will not be lost from children’s minds

Our  project, provided the opportunity to break down classroom walls. Happiness in learning, became a practical ,rather than theoretical, part of the curriculum.

 Our work  provided in the shared learning environment were a meaningful pathway, towards understanding  the concept of feelings.

The true revelation has been that  people in Europe are essentially very similar with shared values, cultures and interests. Surely, this  helped us to overcome our prejudices and made us more open to intercultural cooperation. 

Curricular integration 

The work was mostly linked with the English, MFL, Topic and Computing objectives. To help partner schools to fulfill their statutory responsibility to support their cultural development and prepare them for the opportunities, responsibilities and experiences of life. To use and combine a variety of software (including internet services) on a range of digital devices to design and create content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

 The theme was chosen deliberately to ensure that the project and its work was as cross-curricular as possible. The areas of ,EFL,  social studies, expressive arts, citizenship,and basic IT , have all been integrated into the sharing of our common project activities .

The main focus was to improve the learning of English.

This fitted well into the Curriculum and all the pupils benefited. 

OUR EUROPEAN COOKBOOK

We held a European Day of Languages to get the rest of the school know our European friends better. We also had etwinning school  days, when our students presented their etwinning projects to the rest of the school.

A second focus was citizenship. By exchanging information about each other’s towns, lives  and heritage, the pupils learned a great deal about each other’s environment, way of life and culture. Our coursebooks , are based on both cross curricular and cross cultural topics quite relevant to our Etwinning project theme! 

I  made sure that, ALL my 95  students, in different age and  language level, took part in our  etwinning project.

Communication and exchange between partner schools 

We used a variety of ways to communicate with each other and as a group: the teacher bulletin in twinspace, a messenger group,  email. Communication was regular and effective.

The tasks were mostly set by the coordinating schools in the United Kingdom and Greece  but we were open to suggestions and ideas of the fellow teachers. The activities and work produced was shared in pages of twinspace by all schools and the work process was communicated using the journal. I coordinated the work but also set responsibilities and supported teachers in using a variety of ICT tools so that they successfully participate in the project.

From the beginning, there was a strong plan on twinspace Pages, which gave the teachers guidelines, responsibilities and timescale for each element of the project. 

Students were encouraged to interact with their partners,and share their  work on twinspace,both from the school ICT lab and from home. This all gave a real purpose and meaning to learning a foreign language.

Our students were able to share their feedback on our Twinspace “DiscussionsForums Threads” , on a regular basis . The pupils shared information and experiences, and thus learned from each other and strengthened their communication skills. 

Collaboration between partner schools.  

In collaboration ,we all decided on the range of topics that we would cover and the optimum time for posting/sending/receiving the correspondence items. 

We tried together  to do some pre-matching of pupils and classes , based on their known interests. 

By all means we  ‘recycled’ language that pupils have previously learnt in their English class . 

We created a teachers’  e-mail exchange, too and a frequent collaboration on the Teachers’ bulletin.

We created  our 6 CUbeS threads on Forums , which we often updated with the help of our students.

Teachers and children participated and collaborated in monthly activities  such as: they uploaded posts in padlets, liked and commented on other posts, worked together to produce web presentations to introduce the schools , towns and countries ( taking-drawing pictures, writing the scripts and deciding on the school areas/town sights/country favourite places to present) and to share customs and traditions on collaborative web tools, they participated in a drawing logo competition and explained their reasons  in a forum, expressed what they have learnt in forums, shared playtime games and healthy recipes, made, posted and received cards, little gifts and beautiful origami crafts , which made them smile, shared well being strategies. They have enjoyed their twinspace membership, participated in all the activities, emailed their e-pals and expressed their views in forums – and they even suggested their own questions to be added in the forums – and joined in live chats, supervised by teachers! Children have thoroughly enjoyed participating in the project and have majorly contributed to its success.

Use of technology

Children had the opportunity to use ICT to communicate and present findings in a variety of ways.

All children had Twinspace membership and emailed their epals; however, before using the email feature, we had lessons and discussions on the appropriate use of email, what information to include to be safe and respect each other while considering cultural differences. Children expressed their views in forums ,supervised by teachers!

The project linked with aims / objectives of the ICT / computing curriculum. Pupils were taught to select, use and combine a variety of software (including internet services) on a range of digital devices to design content that would accomplish given goals, including collecting, analysing, evaluating and presenting data and information. They created work for a specific audience making sure that the content would be interesting but at the same time reliable. Children were also taught how to use technology safely.

Specifically: I had small  groups of my students,to use Photoshop to enhance and crop photos and then put them into Movie Maker to produce our videos and also had them  create a Quiz on pages. We also used Movie Maker to make short videos, Padlet to work on collaboratively, and a Word Cloud Generator,for feedback. We also used other collaborative web tools such as:  GoConqr for our mindmaps, Google Tool Builder for our virtual travel guides ,Thinglink for our interactive photos , Artsteps and Classtools.net for our 3D exhibitions,Canva and Linoit for our posters, Issuu for our Cookbooks.

 Through eTwinning,my  pupils learned to use ICT tools in a pedagogically meaningful way. 

They wrote comments in the forums, chatted with real people, did interactive exercises, took and uploaded digital photos and videos, searched for information, etc. And all this took place in the pedagogical context of studying English communication.

Results, impact and documentation

This project, enthused and motivated the children. Children fully enjoyed and participated in the project. It enabled the pupils to use new technologies, to learn about the culture of their European friends (tangible and intangible) and experience through their communication how English is not only a school subject but an indispensable means of communication. Most importantly it extended their cultural awareness and knowledge, it enabled them to learn about, respect and celebrate similarities and differences among them, celebrate individualism and internationalism through fun activities and tasks. Children were HAPPY, shared and received HAPPINESS AND SMILES!

Here’s the link to : OUR EUROPEAN COOKBOOK

Children need to understand the diverse world they live in, respect values, different languages and faiths by working together and this is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity.

Our project, helped us to widen our horizons, reconsider our perspectives, improve self-esteem, increase understanding of different cultures and feelings , enhance tolerance and prove that “communication is at the basis of understanding”.

All in all, we achieved   : 

• to promote group activities  for tolerance and cultural understanding; 
• to strengthen my students’ intercultural competences in order to be ready for responsible understanding of Europe’s identity and common values;
• to develop the European dimension through arts education (origami crafts etc) and creativity with the aim to promote multiculturalism and tolerance between students; 
• To develop “Out-of-the-box” activities that would encourage mutual support, team building and group cohesion ; 
• Encourage personalized learning approaches by acquiring new artistic and pedagogical skills with the aim of developing new ideas and creativity of the students involved in the project.

 

 

Balloon tennis- a fun word game

This fun game, comes from Olha Madulus’s Blog!

When Olha, first mentioned the game on her facebook page , I told her that I loved the idea and asked her if I could try it in my class! She agreed and  was kind enough, to promise me to write a blog post about the game, as soon as possible!

I adapted the game ,a bit, to suit my classes ,but the main idea worked really well with my students , therefore, it is highly recommended to any other colleague, wishing to give it a try, too.

I have to thank Olha, again, for her generosity ! She is one of the most inspiring Teacher Trainers I know!

This game is suitable for all ages and levels

·       Blow up one balloon

·       Divide your class into two teams (once the students have got used to the game, you can organise them into smaller groups of 2 teams each, each group needs a balloon – but consider the space you have available. You could use the playground for this).

 

 

·       e.g. with younger learners explain that they have to remember vocabulary for food

 

·       One team starts with a member hitting the balloon across to the opposition team and at the same time shouting (so all can hear) one word for an example of food e.g. chocolate

 

·       Next a member of the opposition team has to hit the balloon back shouting a different food word

 

·       If no one can think of a new word or repeats a word – that team loses the point (this encourages the learners to listen carefully)

 

·       If the balloon drops to the floor – the receiving team loses the point

 

·       You can score the game like tennis

 

·       You can change the lexical set whenever necessary

 

 

·       With older learners you can review a topic prior to a writing task e.g. the advantages and disadvantages of the internet

 

·       Nominate which team should shout advantages and which disadvantages

 

·       Play as above

 

This game has a number of advantages

 

·       It is kinaesthetic and can energise the class

 

·       It’s a team game and promotes a sense of community

 

·       The focus is on the balloon and shyer students feel relaxed and more likely to participate

 

·       You can change/play with the rules to suit your class and any language you want to practise

 

·       The balloon is quite slow and easier to keep in the air than a ball

Teaching with…trash?

 

Are you constantly looking for creative projects for your students?

Do you want activities that ignite their imaginations?

Make things with recyclables. I always do so, mainly with my 3rd graders !

When they use items found in their recycling bin or around the house/school to create toys and treasures kids love, it inspires them to tap into their creativity and use what’s available.

It’s good for the environment and also helps develop your child’s imagination and creativity.

It teaches kids that once something has been used for its initial purpose, it doesn’t mean that we have to throw it away.

Have a conversation about the recycling process with your kids. Share how different things are made and then broken down after you throw them away, and how it’s better for the environment when you reuse and re-purpose certain materials.

“Go recycle” guessing game

For my favorite activity,using recycled trash, you will need:

• Items from the recycling bin: Milk cartons,egg cartons, cereal boxes, food packaging, toilet rolls, scrap paper, etc.
• Craft supplies: glue, tape, scissors, wire, craft knife
• Craft materials: feathers, googly eyes, glitter, buttons, ribbon, paint, markers, etc.—whatever you have around the house or school.

Preparation:

1. Find or create an interesting bag to use as the bag of mysteries/a large scarf ,a small, lightweight blanket or any piece of cloth available.
2. Collect a selection of objects to be placed in the mystery bag/under a large scarf ,a small, lightweight blanket or any piece of cloth available.
a. Can be based on a theme
• For example: Things you find in a kitchen/you can recycle.

Implementation:

Students try to identify the objects as they touch each one.

Cover them lightly with a large scarf ,a small, lightweight blanket or any piece of cloth available.

Let children feel object  and try to guess what it is. Obviously,  as children explore, they increase tactile awareness, vocabulary, memory and communication skills!

As they reached in and felt the items, we talked about what they felt. First I asked them to describe what they felt, and then I asked leading questions, such as: was it hard or soft?  big or small? what color?

With some things, they guessed right away, and with others we talked through more questions.

The first time I tried this activity, I gathered up several items that could be recycled,  a scarf, and a bandana. I covered their eyes with the bandana, and they reached under the scarf, felt the objects , and guessed what each object was.

Two more IDEAS:

1.Guess the Summer item

In the beginning of the school year, you can  select items that remind them of summer:

• seashells and rocks from the beach
• corn
• beach toys
• popsicle sticks
• sunglasses

Same, with any other Season or Special Day.

2. Making toys from junk

When looking to inspire your kids’ creativity, search no further than your recycling bin. Glass, plastic, and cardboard are all incredibly versatile crafting supplies with an infinite number of uses.

I asked my 3rd graders to make their own toys using recycled items they can find at home. I showed them the first Doll’s House my daughter made when she was their age, using old boxes! They loved it and got inspired !

The main idea behind all the crafts my students made- which you can see here below- is that you can make toys from junk. It will cost nothing and often teach kids some basics of engineering and practice their English at the same time, in order to present their toy to the class.

 

 

 

 

 

 

“PuppeTs: Puppet Tourists”: an inspiring eTwinning project

My non European colleagues, often ask me what eTwinning is all about!

Well….

eTwinning is a free online community for schools in Europe which allows you to find partners and collaborate on projects within a secure network and platform.

Through participating in eTwinning, your school will be able to:

• enrich learning and motivation of pupils (aged between 3 and 19) and staff
• access high quality professional development and ready-made resources
• raise standards across the whole school community
• gain recognition for your commitment through eTwinning awards and the International School Award.
• Search for an Erasmus+  partner to carry out projects with and apply for mobility funding.

There are, also,  special quality labels, for students, teachers and schools!

Quality labels

1.National quality label

A National Quality Label is awarded to teachers with excellent eTwinning projects and indicate that the project has reached a certain level of quality in their country.

2. European quality label

The European Quality Label is a second mark of success and indicates that the project has reached a certain European standard.

3. eTwinning School label

In order to recognise the eTwinning work done at school level, there is now, a new label  available – the eTwinning School Label.

The concept of recognition for work done in eTwinning has been in existence since the start with Quality Labels being available to teachers for their projects both at national and European level. However, these labels are applied only to the work of individual teachers in projects. In order to recognise the work done at school level, a new label is now available to apply for – the eTwinning School Label.

The principle behind this new label is that eTwinning wants to recognise and appraise the involvement, commitment, dedication not only of scattered eTwinners, but of teams of teachers and school leaders within the same school.

The concept of attaining the status of an eTwinning School is that of a developmental journey with components that can be objectively assessed. It is not a competition, but rather a progression from one level to the next.

About our project, this year

PuppeTs: Puppet Tourists

Our Flat Puppet Tourist Project, provides an opportunity for students to make connections with students of other European partner schools. Students begin by creating paper “Flat tourists ” whom they sent to our partner schools and ask their pals there to keep a journal for a few months ,on twinspace Forums, documenting the places and activities in which their Flat Tourist is involved. Each country’s Flat Tourist who is mailed to our partners has to be treated as a visiting guest . Partners have to add to their journal, and return them back home,after they have spent a whole school year in the host country .
Partners should also, upload photos,and/or videos, of their puppet tourist’s adventures on twinspace. Additionally, they exchange letters, postcards and souvenirs, from their Flat Tourist’s visits and experiences, by post .
All in all, children exchange ideas, photographs, questions and culture with students abroad, focusing on literacy and citizenship.

AIMS

Our Puppet Tourist project, provides the opportunity to break down classroom walls. Whether the class we connect with is in another local school or another country, it serves the same purpose. It gives our students a chance to see a world outside of their walls. Additionally, our aim is that, the concept of Europe will be understood and our students will become fully aware of the other European partner countries and their ways of life. Citizenship should become a practical ,rather than theoretical, part of the curriculum.

WORK PROCESS

Students begin by creating paper “Flat tourists ” ,whom they sent to our partner schools and ask their pals there to keep a journal for a few months ,on twinspace Forums, documenting the places and activities in which their Flat Tourist is involved. Each country’s Flat Tourist who is mailed to our partners has to be treated as a visiting guest , Partners have and add to their journal, and return them back home,after they have spent a whole school year as well as their Summer, in the host country and have written about their Summer adventures in their Summer diaries .
Partners should also, upload photos/videos , of their puppet tourist adventures . Additionally, they exchange postcards and little souvenirs, from their Flat Tourist’s experiences, by post . The final product of the project ,could be a collaboratively written puppet play or short film script .
The project works on two levels: sharing on twinspace and letter and parcel exchanges, by post.

EXPECTED RESULTS

eTwinning helps us to widen our horizons, reconsider our perspectives, improve self-esteem, increase understanding of different cultures, enhance tolerance and prove that “communication is at the basis of understanding”. So, regardless of the subject matter or the tools we use, the process is always constantly about learning to learn responsibly, actively and collaboratively. The pupils are expected to be inspired and motivated and have a great deal of fun working collaboratively on the many different projects.
Reading the personal responses of their European partners, may give students a greater insight into their partners’ context and worldview. The project can also bring the class together, as the pupils were working as a team. In these difficult times of financial crisis , our students will be able to “travel” abroad, as flat puppets and experience life in a different country and class for a whole school year sharing and comparing our ways of life and making new friends.

Links

Here is the link to our Prezi presentation of this creative project, to get an idea of all the Tourist fun we all had, during the school year!

[prezi url=”prezi URL here“width=”600″ height=”430″ zoom_freely=”N”]