A tale with petals
by Claudia de Crescenzo
What?
The project
plans to guide students of different ages in an experience of collaborative
storytelling, encouraging them to think about a topical subject and hugely
important for the future of Europe : the
migration from Mediterranean countries.
Partecipants
Two classes
of students aged 16-18 in
e-twinning with two classes of students aged 6-10 (from schools of different
countries, if possible from Spain ,
France and Poland
Language
Mother tongue
English
English
Key Competences
Social and
civic - Cultural and educational skills - Communication and community skills -
Interpersonal skills -
Critical thinking - Linguistic skills - Technology skills - Learning by doing
Critical thinking - Linguistic skills - Technology skills - Learning by doing
Subjects
Art,
Cross-curricular, Geography, Literature, Foreign languages, History, European
studies, Multimedia, TIC
Assessment and evaluation
Before
project:
Teachers conduct a brainstorming in class to gather ideas and expectations from
students, motivating them to activity.
During project: Teachers expect to suggest the creation of an impact assessment test that takes account of these altogether crucial factors:
Pedagogical innovation and creativity
Curricular integration
During project: Teachers expect to suggest the creation of an impact assessment test that takes account of these altogether crucial factors:
Pedagogical innovation and creativity
Curricular integration
Collaboration
among partners schools
Use of
technology
Continuity
Results and benefits
In different but appropriate forms the test is done by teachers for teachers and students.
After project: The same assessment benchmarks are considered in the final questionnaire. Application forms for projects are proposed this time to parents too and will be used to adjust the project for its following edition.
Results and benefits
In different but appropriate forms the test is done by teachers for teachers and students.
After project: The same assessment benchmarks are considered in the final questionnaire. Application forms for projects are proposed this time to parents too and will be used to adjust the project for its following edition.
Collaboration
Teachers collaborate using Teacher bulletin
in Twinspace, but also by videoconferences. They approve outlines (that can be
modified in the course of the project), design the project and manage it. They
coordinate the activities. Involving students, they create a rubric for
evaluation.
Students collaborate in different ways in different phases: presenting themselves, exchanging points of view and materials by e-mail, chat, videoconference, working in team, developing novels together, creating just one product.
Students collaborate in different ways in different phases: presenting themselves, exchanging points of view and materials by e-mail, chat, videoconference, working in team, developing novels together, creating just one product.
Work Phases
Phase
1: Students
create a collage with some images that symbolically represent who they are,
what they believe in, what they like, their personality, ideals and talents.
Upload it into a Padlet. Then they are invited to go to a dedicate forum
and comment at least two of their partners’ collages, finding some inspiration
in a toolbox (in particular adjectives to describe personality) built
collaboratively by students and teachers as a wiki.
Elder students realize a tutorial to teach younger students to use simple tools to collect photos (Kizoa or others, like PhotoPeach, Pizap, Pickmonkey, Befunkly…).
Elder students realize a tutorial to teach younger students to use simple tools to collect photos (Kizoa or others, like PhotoPeach, Pizap, Pickmonkey, Befunkly…).
Phase
2: Elder
students ask family members or people on the street (different age, sex, ...)
what they think about the migration situation and make a short video or a
presentation (Adobe Spark) ; younger students make the same with their parents.
Elder students realize tutorials to teach younger students to use simple tools
to create a short video or a presentation.
Phase
3: Elder
students research informations about history, geography, traditions and culture
in general of islamic countries and exchange their results and their views in a
skype conference; younger students collect images from journals and
imagine stories of rapresented migrants. They collect them and share their
comments and impressions on a Padlet.
Phase
4: Younger
students make pictures and give some suggestions to elder students to
write novels. Elder students manage a lesson to demonstrate that migrations in
the last century involved many european countries, especially Italy
Phase
5: Elder and
younger students in teams of 4 work together to create pictures and stories.
Elder students realize tutorial to teach younger students to use simple tool to
design the e-book (Calaméo).
Results and dissemination
Students
create an ebook and publish the outcomes and the products of their project.
They also, using Storyboardthat, customize their novels. All products are
diffused on school bulletins, on school websites, on a blog project and on
social networks (Fb, Twitter, Instagram...). It is avalaible to students and
teachers of all schools involved and included in school's repository
Nessun commento:
Posta un commento