Doživljanje raznolikosti skozi umetnost.

CINQUAIN Implementation example: 1. Examples of cinquain poems and writing a cinquain As a prerequisite for writing a cinquain all pupils have to read a specific text or book. Before starting the writing, the teacher should explain the cinquain technique and give at least one practical exam- ple based on a text that pupils are very familiar with. The teacher and pupils should then write at least one cinquain together. It is also necessary that the pupils are familiar with the word classes (noun, adjective, verb). The teacher can prepare a pre-printed five-line form of cinquain, which pupils just need to com- plete, or have the pupils draw the form themselves in a notebook or on a sheet of paper. Cinquain form _______________ _______________ ______________ _______________ _______________ ______________ _______________ _______________ ______________ ______________ _________________ Structure of a Cinquain poem 1 word – noun (subject of the text) 2 words – adjectives (words expressing quality, dimension, quantity or property) 3 words – verbs, gerunds (words describing activity) 4 words – feelings, thoughts 1 word – a word that defines the main topic of the book (synonym of the subject of text) Examples of cinquain after reading the book A Time of Miracles by Anne-Laure Bondoux path emotionally real searching for persisting overcoming hope love tension experience memory Lara Velkavrh hope timeless exciting travelling suffering waiting desire fear surprise truth change Čila Radakovič secret silent mysterious searching walking hoping sadness disappointment love trust hope a group of Slovenian pupils 92

ČINKVINA Primera činkvin po prebrani knjigi NK Svoboda: Žiga X. Gombač drugačnost prijateljska mladinska sprejemati iskati igrati bolečina rešitev zaupanje pomoč povezanost Nina Strašek nogomet doživljajoča zaskrbljujoča spoznavati sprejemati gostovati pomoč sodelovanje zavarovati se postaviti se zase sreča Oskar Udovč Primer činkvine po prebrani knjigi The sun is also a star: Nicola Yoon ljubezen jamajški korejski deportirati izseliti se sanjati jeza občudovanje zanimanje žalost zaljubiti se skupina poljskih učencev Primer činkvine po prebrani knjigi Trash: Andy Mulligan prijateljstvo reven bogat delati najti raziskovati senzibilnost upor dostojanstvo sreča življenje skupina portugalskih učencev 2. Zapis činkvine v skupinah ali paru Pred prehodom na samostojno delo je priporočljivo, da učenci sodelujejo v skupini ali paru in skupaj oblikujejo zapis činkvine. Učenci izmenjajo svoje predloge, se poslušajo in se skupaj odločijo, kateri predlogi so najboljši in jih bodo zapisali. Na ta način krepimo sodelovalno učenje, hkrati pa bomo do- segli, da učenci bolj poglobljeno in kritično pristopajo k analizi ter refleksiji besedila. 3. Samostojen zapis činkvine Ko učenci usvojijo pravila pisanja činkvine, naj poskusijo še s samostojnim zapisom. Ker je činkvina tehnika, ki zahteva povzemanje bistva prebranega le z nekaj ključnimi besedami, imajo učno slabši učenci nemalo težav pri samem zapisu. Ti učenci naj delajo v paru ali pa jim pomoč ponudi učitelj. 4. Poročanje oz. predstavitev činkvin Učenci naj svoje zapise činkvin v zaključku predstavijo tudi ostalim. Spodbujajmo jih, da svoje zapise pojasnijo, da o njih skupaj razmišljajo in diskutirajo. Namen činkvine je tudi, da do prebranega besedi- la pristopajo na kritičen način. 93

CINQUAIN Examples of cinquain after reading the book NK Svoboda (FC Freedom) by Žiga X. Gombač diversity friendly youth accepting seeking playing pain solution trust help connection Nina Strašek football experiencing worrying learning accepting hosting help cooperation protection self-confidence luck Oskar Udovč Example of a cinquain after reading the book The Sun is also a Star by Nicola Yoon love Jamaican Korean deporting moving out dreaming anger admiration interest sadness falling in love a group of Polish pupils Example of a cinquain after reading the book Trash by Andy Mulligan friendship poor rich working finding investigating sensibility revolt dignity happiness life a group of Portuguese pupils 2. Write a cinquain in groups or in pairs Before moving on to independent work, it is recommended that pupils work in groups or pairs and write a cinquain together. Pupils exchange their suggestions, listen to each other, and decide to- gether which suggestions to choose and write. In this way, we encourage collaborative learning, while at the same time ensuring that pupils take an in-depth and critical approach to text analysis and reflection. 3. Individual work Once pupils have adopted the writing technique, they should try to write a cinquain on their own. Since cinquain requires summarizing what has been read with just a few keywords, low- performing pupils might have trouble writing a cinquain themselves, therefore let them work in pairs or provide assistance. 4. Reporting or presentation of cinquain poems At the end, pupils should present their cinquain poems to the others. Encourage them to explain, think about and discuss the poems together. The purpose of writing a cinquain is also to analyse the text read in a critical way. 94

ČINKVINA Priporočila:  Proces oblikovanja zapisa činkvine je zelo dobro dokumentirati, lahko je ena izmed nalog učencev tudi ta, da morajo sami dokumentirati svoj ustvarjalni proces s pomočjo fotoaparata ali videokame- re.  Poleg prostoročno zapisane činkvine se lahko poslužimo tudi zapisa s pomočjo računalnika.  Pri delu v paru in skupini navadno zasledimo bolj utemeljene zapise činkvin, saj se učenci v sodelo- valni obliki učenja dopolnjujejo in nadgrajujejo.  Činkvine lahko razstavimo v učilnici, na panoje v šolskih hodnikih, v šolski knjižnici ali morda v lokal- ni knjižnici (npr. kot povabilo k branju določene knjige).  Razstavo činkvin lahko pripravijo kot del prireditve (npr. roditeljski sestanek za starše, uvod ali za- ključek bralne značke, zaključek medgeneracijskega branja na šoli …).  Poleg razstavljenih činkvin lahko učenci pripravijo krajši opis tehnike činkvina in pravila zapisa le-te, lahko predstavijo tudi avtorja besedila.  Činkvine lahko prevedemo tudi v druge svetovne jezike in jih predstavimo v evropskem ter medna- rodnem okolju v okviru projektnih sodelovanj v večjezični obliki.  Učenci lahko pripravijo prispevek za šolsko glasilo, za šolsko spletno stran, za objavo na eTwinning portalu ipd. o tehniki činkvina, ga opremijo s fotografskim gradivom samega procesa in nastalimi činkvinami. Viri:  https://en.wikipedia.org/wiki/Cinquain,  https://www.litcharts.com/literary-devices-and-terms/cinquain,  https://books.google.si/books? id=10aMqfnM83cC&pg=PA73&lpg=PA73&dq=critical+thinking+cinquine&source=bl&ots=lR2DIMN yI6&sig=ACfU3U0VsPuadOx67yfrL_G1ImfhAkKaug&hl=sl&sa=X&ved=2ahUKEwj1y7PUzOvkAhVBbl AKHfM0DRAQ6AEwFHoECAgQAQ#v=onepage&q=critical%20thinking%20cinquine&f=false,  http://www.readwritethink.org/files/resources/lesson_images/lesson43/RWT016-1.PDF,  http://cinquain.org/theory.html,  http://www.softschools.com/examples/grammar/cinquain_examples/394/. Zapis pripravila Vilma Petelin. 95

CINQUAIN Recommendations:  Document the individual stages of writing a cinquain or ask pupils to document the creative pro- cess themselves with a camera or video camera.  Besides hand-written cinquain poems, you can also use a computer to create the poems.  When working in pairs, pupils usually write more substantiated poems, as they complement and learn from each other.  Exhibit cinquain poems in the classroom, on billboards in the school corridors, in the school li- brary or the local library (e.g. as an invitation to read a particular book).  You can prepare an exhibition of cinquain poems as part of a special event (e.g. parent meeting, introduction or completion of a reading badge, for intergenerational reading at school …).  In addition to the exhibited cinquain poems, pupils can prepare a brief description of the cin- quain technique and the rules for writing it, as well as present the author of the text.  Cinquain poems can be translated into other world languages and presented in project collabo- rations within Europe or internationally.  Pupils can write an article about cinquain poems including photos of the creative process and their cinquain poems for the school newsletter, school website, eTwinning portal etc. Sources:  https://en.wikipedia.org/wiki/Cinquain,  https://www.litcharts.com/literary-devices-and-terms/cinquain,  https://books.google.si/books? id=10aMqfnM83cC&pg=PA73&lpg=PA73&dq=critical+thinking+cinquine&source=bl&ots=lR2DI MNyI6&sig=ACfU3U0VsPuadOx67yfrL_G1ImfhAkKaug&hl=sl&sa=X&ved=2ahUKEwj1y7PUzOvkA hVBblAKHfM0DRAQ6AEwFHoECAgQAQ#v=onepage&q=critical%20thinking% 20cinquine&f=false,  http://www.readwritethink.org/files/resources/lesson_images/lesson43/RWT016-1.PDF,  http://cinquain.org/theory.html,  http://www.softschools.com/examples/grammar/cinquain_examples/394/. Written by Vilma Petelin. 96

DVOJNI DNEVNIK Ključne besede: dvojni dnevnik, razumevanje besedila, branje. Kaj je dvojni dnevnik in njegove posebnosti Tehniko dvojni dnevnik uporabljamo za razumevanje besedila. Lahko ga uporabljamo v fazi realizacije, ko učenci povezujejo vsebino prebranega s svojimi občutki in izkušnjami, ali pa v fazi refleksije, ko si učenci izmenjujejo svoja mnenja, ki so jih zapisali v obliki komentarja ob posameznem delu besedila. Dvojni dnevnik sestavljata dva stolpca. V levi stolpec zapišemo odlomek oz. citat iz besedila, ki nas je navdušil, prizadel ali kako drugače izzval, v desni pa zapišemo svoje komentarje, pripombe, mnenja in občutja v povezavi s tem citatom. S to tehniko učitelj dobi odličen vpogled v učenčevo razmišljanje in razumevanje besedila. Posledično pa lahko obenem usmerja in spodbuja učence, da bodo postali uspešnejši bralci. Dvojni dnevnik in projekt Erasmus+ V okviru vmesnih dejavnosti za pripravo na mobilnost v Sloveniji so slovenski učenci poleg didaktičnih činkvin spoznali še tehniko dvojnega dnevnika. Iz prebrane knjige Čas čudežev francoske avtorice An- ne-Laure Bondeaux so prejeli izbran odlomek (6. poglavje). Besedilo so najprej natančno prebrali, nato pa so izpisali tiste dele besedila, ki so jih najbolj izzvale. S pomočjo tehnike dvojnega dnevnika, ki omo- goča osebno interakcijo z besedilom in možnost zapisa lastnega razumevanja prebranega gradiva, smo dobili vpogled v razmišljanje učencev. Z zapisom so razkrili svoj miselni proces. V pogovoru o njihovih osebnih razmišljanjih pa je bilo zaslediti, da je bil njihov pristop dovolj poglobljen in da so svoja mne- nja znali utemeljevati z dokazi iz besedila. Tehnika dvojni dnevnik Kdo:  primerno za učence od 9. leta dalje,  zelo primerno za nadarjene in vedoželjne učence,  zelo uporabno tudi za delo z učenci s posebnimi potrebami. Čas trajanja: 1–2 šolski uri. Pripomočki: pisalo, pisarniški list A4-formata ali zvezek, izbrano besedilo, učni list z obliko dvojnega dnev- nika, barvice, flomastri. Oblike izvedbe:  pri pouku kateregakoli šolskega predmeta, še posebej pri jezikoslovju in družboslovju,  pri dodatnem pouku,  v sklopu projektnega dela, sobotne šole, debatnega krožka, medgeneracijskega branja, bralnega krožka …,  priporočljiva zlasti izvedba v individualni obliki (samostojen zapis komentarjev). 97

DOUBLE-ENTRY JOURNALS Keywords: double-entry journal, text comprehension, reading. What is a double-entry journal and its features? Double-entry journals are used to help pupils understand the text they are reading. They can be used in the realization phase, when pupils connect the content of the reading to their feelings and experiences, or in the reflection phase, when pupils exchange their opinions, which they write down as comments on each part of the text. The double-entry journal is a two-column journal. In the left column, pupils write a piece of infor- mation or a quote that has impressed, hurt or otherwise challenged them, and in the right column, they write comments, opinions and feelings regarding that quote. With this technique, the teacher gets a great insight into the pupil's thinking and understanding of the text. As a result, teachers can guide and encourage pupils to become more effective readers. Double-entry journals in the Erasmus+ project Within the interim activities as part of the preparations for a mobility in Slovenia, besides didactic cinquain poems Slovenian pupils got to know the double-entry journals technique. They received an excerpt (Chapter 6) from the book A Time of Miracles by the French author Anne-Laure Bondoux. After they read the text carefully, they wrote down the most interesting parts of the chapter. Double-entry journals give pupils a way to interact personally with the text and record their understanding of the text read. By writing about what they are thinking, pupils show their thinking process as they read. When discussing the personal reflection with the pupils, it became clear, that they really made an in-depth analysis of the text and supported their opinions with prop- er information from the excerpt. Double-entry journal technique Participants:  suitable for pupils aged 9+ years,  very suitable for talented and curious pupils,  very suitable for teaching pupils with disabilities. Time: 45–90 minutes. Resources and equipment: pen, A4-sheets of paper or notebook, selected text, worksheet in the form of a double- entry journal, crayons, felt-tip pens. Form of execution:  within any subject, especially within the language and social studies lessons,  as part of extra lessons for the talented pupils,  as part of project work, Saturday school, debate circle, intergenerational reading, read- ing circle…,  especially recommended in an individual format (stand-alone commentary). 98

DVOJNI DNEVNIK Primer izvedbe: 1. Predstavitev tehnike in primerov pisanja dvojnega dnevnika Učitelj najprej učencem pojasni tehniko dvojnega dnevnika in njen namen. Nato predstavi vsaj nekaj praktičnih primerov. Izbrane citate naj izbere iz besedila, ki ga vsi učenci do- bro poznajo, in prikaže primere komentarjev. Učencem da možnost, da se tudi sami odzovejo na izbra- ne citate in zapisane odzive. Prikaže jim naj tudi različne vrste komentarjev na izbrane citate, saj so lahko odzivi zapisani v obliki povzetka, vprašanja, refleksije, razlage, definicije, predvidevanja ali celo risbe in slike. Primeri zapisov dvojnega dnevnika slovenskih učencev Avtor in naslov knjige, poglavje Anne-Laure Bondoux: Čas čudežev, 6. poglavje ODLOMEK ALI CITAT KOMENTAR »V Bloku so vsi mogoči ljudje, kme- Vsi opisani so nekaj izgubili. Nekateri delo, drugi tje, ki so jih pregnali z zasneženih najbližje, tretji svojo pamet, a je vse razumljivo, saj kmetij, delavci, ki so zgubili delo, je takrat divjala vojna. Življenje je polno razočaranj starci, ki niso več čisto pri pravi, in porazov in polno veselja in zmag. A kljub porazu, mornarji brez ladij, ženske brez mož, ki so ga ubogi ljudje doživeli med vojno, so stopili dezerterji, zamišljeni menih in ma- skupaj in si našli zavetje pred vojno. V Bloku so demoiselle Talija, ki je nekoč pela v sodelovali in tukaj najdemo sporočilo: »V slogi je operi. In velik črn fant, ki mu je ime moč.«. Abdelmalik.« Klara Tina Blažič Ne glede na to, kakšen poklic opravljaš in na kako pomembnem položaju si, smo si v vojni vsi enaki. Za svoje življenje se borijo tako kmetje kot tudi menihi in operne pevke. Patricija Femc »… Abdelmalik se lahko še tako umi- Če nekoga užališ, se ta žalitev globoko zažre v tega va in si do krvi drgne kožo, vseeno človeka kot smrad. Če v prometni nesreči nekoga smrdi po žaltavem maslu in gnilih ubiješ, boš za to kriv vse življenje. olupkih.« Oskar Udovč 99

DOUBLE-ENTRY JOURNALS Implementation example: 1. Presentation of the technique and examples of double-entry journals First, explain to the pupils how a double-entry journal is structured and what is its purpose. Then present some practical examples. Select quotations from a text that is well known to all pupils and provide examples of comments. Give pupils the opportunity to respond to selected quotes and written comments. Show them how they can write different types of comments on selected quotes, e.g. in the form of a summary, question, reflection, explanation, definition, prediction, or even a drawing or a picture. Examples of double-entry journals of Slovenian pupils Author and title of the book, chapter Anne-Laure Bondoux: A Time of Miracles, Chapter 6 EXCERPT OR QUOTE COMMENT »There are all sorts of people in All described have lost something. Some have lost their the Complex, including peasants work, the others their relatives, third lost their minds, who've been driven off their which is understandable, since there was war raging at farms because of land requisi- the time. Life is full of disappointments and defeats, tions, laborers who've lost their but also full of joy and triumph. But despite the losses jobs, old people who've gone soft that they experienced during the war, people came in the head, sailors without ships, together and found shelter from the war. In the women without husbands, de- Block, they cooperated with each other and here we serters, a meditating monk, and find the message: \"Where there is unity, there is victo- Miss Talia, who used to sing at ry.\" the opera. There is also Abdelma- lik, a tall black teenager.« Klara Tina Blažič No matter what your occupation is or how important your current position, are all equal in the war. Farmers, monks, opera singers are all fighting for their lives. Patricija Femc »And no materr how hard Ab- If you offend someone, that insult goes deep into that delmalik washes and scrubs his person like stench. If you kill someone in a car acci- skin, he stinks like rancid butter dent, you will feel guilty all your life. and putrefied peelings.« Oskar Udovč 100

DVOJNI DNEVNIK Avtor in naslov knjige, poglavje Anne-Laure Bondoux: Čas čudežev, 6. poglavje ODLOMEK ALI CITAT KOMENTAR »Oprosti,« reče vsakokrat, ko pride h Zdi se mi, da se Abdelmalik vsakič opravičuje, ne samo za komu. svoj smrad. Izgleda, kot da bi se opravičeval zase, ker je tak, kot je. Da se opravičuje za svoja dejanja, za dejanje, zaradi katerega je bil v zaporu. Lara Velkavrh Opravičuje se zaradi samega sebe, a v resnici ni kriv sam. Krivi so grozni pogoji. Aila Močnik Pučinskas Ve, kaj jih moti, prihraniti jim želi besede in se že vnaprej opravičuje. Nobeden človek ne bi smel čutiti tega. To, če se vnaprej opraviči, da bo narobe. Nika Fišter »Nihče se ne zmrduje, ker nas šola malo Ko imaš na voljo le omejeno količino reči, si zadovoljen z razvedri po garanju in nas odtrga od dir- vsako majhno rečjo, ki ti vsaj za trenutek zagotovi, da se janja po stopnišču.« počutiš tako kot vsi ostali otroci na svetu, ki živijo srečno in brez pomanjkanj. Za otroke iz revnejših družin sreča ni nikoli nekaj samoumevnega. Živa Bregar »Mevža!« zavpije Sergej. Nepravilen, izzivalen način razmišljanja. Ne bi smel biti tako nasilen, kajti, če boš tak do drugih, bodo taki tudi oni do tebe. Čila Radakovič »Stari Maks najde stikalo, prižge luč … Struktura tega odlomka poudari resnost, žalost, občutke, Zagledamo Abdelmalikovo telo, prislo- ki jih občutimo. Vsi premori, poudarki so popolno po- njeno k zidu. Ima prerezan vrat. Z britvi- stavljeni. Govori o maščevanju Sergeja, ker ga je jo.« Abdelmalik ponižal. Pokaže, kaj so ljudje sposobni nare- diti za družbeni položaj, spoštovanje, ponos. Tudi deja- nja, kot je umor. Pokaže, kako smo si ljudje različni, kaj smo pripravljeni storiti za zmago in vsak tak majhen de- tajl v zgodbi, ki se sprva zdi tako nepomemben, sporoča tako veliko, da človek samo gleda in se čudi ter občuduje pisateljico, ki mora biti velik genij, da uspe napisati. Lara Velkavrh 101

DOUBLE-ENTRY JOURNALS Author and title of the book, chapter Anne-Laure Bondoux: A Time of Miracles, Chapter 6 EXCERPT OR QUOTE COMMENT »Sorry,« he says each time he goes It seems to me that Abdelmalik apologizes every time, not to someone's apartment.« just for his stench. He looks like he's apologizing for being who he is. That he apologizes for his actions, for the act that led him to prison. Lara Velkavrh He apologizes for himself, but it’s actually not his fault. It’s because of the terrible conditions. Aila Močnik Pučinskas He knows what annoys them, he wants to save them words, and he apologizes in advance. No one should feel like that. That he apologizes in advance for doing some- thing wrong. Nika Fišter »No one grumbles because school When you have only a limited number of things, you are is a good distraction from our cho- satisfied with every little thing that at least for a moment res and roughhousing in the stairs.« ensures that you feel just like all the other children in the world who live happily and without any deficiencies. For children from poor families, happiness is never taken for granted. Živa Bregar »Wimp! Sergei shouts.« Wrong, challenging way of thinking. If you are aggressive towards other people, they will also behave like this back. Čila Radakovič »Old Max finds the light switch and The structure of this passage emphasizes the seriousness, turns it on. We see Abdelmaik's sadness and our feelings. All pauses and highlights are per- body propped up against the wall. fectly set. He talks about Sergei’s revenge be- His throat has been slit. With a ra- cause Abdelmalik humiliated him. It shows what people zor.« are capable of doing for social status, respect, pride. Even acts like murder. It shows how different people are, what they are willing to do to win, and every little detail in the story that seems so irrelevant at first, tells so much that one can only look up to and admire the writer who must be a real genius, to write such a book. Lara Velkavrh 102

DVOJNI DNEVNIK 2. Samostojen zapis dvojnega dnevnika Učitelj razdeli učencem besedilo, lahko jim pripravi učni list z obliko dvojnega dnevnika, katerega mo- rajo učenci le dopolniti ali pa učenci obliko sami narišejo v zvezek ali na list papirja. To storijo tako, da po sredini lista narišejo navpično črto. Levi stolpec naslovijo odlomek ali citat, desnega pa komentar. Oblika dvojnega dnevnika Avtor in naslov knjige, poglavje ODLOMEK ALI CITAT KOMENTAR Pred samostojnim delom jim poda jasna navodila, kako naj se konkretno lotijo besedila. Najprej ga natančno preberejo, po potrebi tudi večkrat. V levi stolpec dobesedno prepišejo dele besedila, ki so v njih izzvali določene občutke, reakcije in razmišljanja, v desnega pa napišejo svoj komentar v različnih možnih oblikah (refleksija, povzetek, vprašanje, interpretacija, predvidevanje …). Svoje odzive lahko utemeljujejo z dokazi iz besedila. Priporočljivo je, da ob zaključku te faze še enkrat preberejo besedilo in po potrebi dopolnijo svoje komentarje. 3. Diskusija o zapisih dvojnega dnevnika Zelo pomembna je zadnja faza te tehnike, ko učenci preberejo svoje zapise. Nameniti ji moramo do- volj časa. Učiteljeva naloga je, da vodi diskusijo, zastavlja vprašanja, opozarja na razlike in podobnosti v reakcijah učencev, spodbuja učence, da bolj natančno pojasnijo svoje komentarje, da o njih razmiš- ljajo, se dopolnjujejo in diskutirajo. Na ta način bo v večji meri dosežen cilj boljšega bralnega razume- vanja. 103

DOUBLE-ENTRY JOURNALS 2. Writing double-entry journals, individual work Give pupils the selected text and the pre-prepared worksheets in the form of a double-entry jour- nal, which the pupils only need to complete, or tell the pupils to draw the double-entry diary struc- ture in their notebook or on a sheet of paper. They do this by drawing a vertical line in the middle of the sheet. The left column is entitled “excerpt or quote”, and the right column “comment”. Structure of a double-entry journal Author and title of book, chapter EXCERPT OR QUOTE COMMENT Give pupils clear instructions on how to deal with the text before they start their individual work. First, they read the text carefully, several times if necessary. In the left column, they copy word-for-word parts of the text that evoked certain feelings, reactions and reflections. In the right column they write their comments in various possible forms (reflection, abstract, question, inter- pretation, prediction ...). They can justify their responses with the evidence from the text. It is rec- ommended that they read the text again at the end and supplement their comments if necessary. 3. Discussion about double-entry journals The last phase, when pupils read their comments out loud, is very important, so you need to plan enough time for it. The teacher leads the discussion, asks questions, points out differences and sim- ilarities in pupils' reactions, encourages pupils to clearly explain their comments, to think about them, supplement and discuss them. In this way, they will substantially improve their reading com- prehension skills. 104

DVOJNI DNEVNIK Priporočila:  Sama tehnika dvojnega dnevnika ni zahtevna, vendar se bo njen efekt pokazal šele po bolj pogosti uporabi, saj raziskave kažejo, da ta tehnika zelo izboljšuje bralno razumevanje pri učencih.  Pri prepisu citata lahko dodamo še prostor za zapis številke strani v knjigi (ali dodamo še en ožji stolpec ali pa številko strani zapišemo poleg samega citata).  Mlajši učenci potrebujejo več prostora za zapise, zato lahko uporabimo kar celotno levo polovico pole v zvezku za prepis citatov, drugo polovico pa za zapis komentarjev.  Komentarje naj učenci zapisujejo s svojimi besedami.  Ena izmed možnosti je tudi ta, da lahko učitelj že izpiše citate iz besedila in vsi učenci komentirajo iste citate.  Tudi učitelj lahko zapiše svoje komentarje ob citatih in jih v diskusiji deli z učenci.  Pred zaključno fazo diskusije lahko učenci sprva razpravljajo o svojih komentarjih v parih, nato pa še v skupinah po 4, na ta način krepimo še sodelovalno učenje.  Učenci naj razložijo, zakaj so izbrali ravno ta citat iz besedila, kaj jim je pomenil.  Proces zapisa dvojnega dnevnika je zelo dobro dokumentirati, lahko je ena izmed nalog učencev tudi ta, da morajo sami dokumentirati s pomočjo fotoaparata in videokamere.  Zanimivi so tudi videoposnetki diskusij, ki jih lahko uporabimo za različne namene.  Dvojne dnevnike lahko razstavimo v učilnici, na panoje v šolskih hodnikih, v šolski knjižnici ali mor- da v lokalni knjižnici (npr. kot povabilo k branju določene knjige).  Učenci lahko pripravijo prispevek za šolsko glasilo, za šolsko spletno stran, za objavo na eTwinning portalu ipd. o tehniki dvojnega dnevnika in ga opremijo s fotografskim gradivom. Viri:  Bondoux, A.L. (2014). Čas čudežev. Ljubljana: Mladinska knjiga,  http://www.adlit.org/strategies/22091/,  https://www.teachervision.com/double-entry-journals,  https://www.lakewoodcityschools.org/userfiles/2311/file/Double%20entry%20journal.pdf,  https://www.waunakee.k12.wi.us,  https://reading.ecb.org/teacher/pdfs/lessons/mc_lp_double-entry_journal.pdf,  https://k12teacherstaffdevelopment.com/tlb/what-is-the-double-entry-journal-strategy/,  https://www.academia.edu/21860474/ DOUBLE_ENTRY_JOURNAL_TECHNIQUE_FOR_THE_STUDENTS_READING_COMPREHENSION_A_Cla ssroom_Action_Research_at_the_Second_Grade_Students_of_SMA_Neg._1_Pasui. Zapis pripravila Vilma Petelin. 105

DOUBLE-ENTRY JOURNALS Recommendations:  The double-entry journal technique is not demanding, but its effect will only be shown after more frequent use, as research shows that this technique greatly improves pupils’ reading com- prehension.  When writing quotes, you can leave some space to write down the page number from the book (or add another narrower column or write the page number next to the quote itself).  Younger pupils need more space for writing, so you can use the entire left half of a sheet in the notebook for quotes and the right half for writing comments.  Have pupils write down the comments in their own words.  One possibility is also that the teacher extracts quotes from a book and all pupils comment on the same quotes.  The teacher can also comment on the quotes and share these with the pupils in the discussion.  Before the final discussion, pupils can first discuss their comments in pairs and then in groups of 4, thus enhancing collaborative learning.  Have pupils explain why they chose a particular quote from the text and what it meant to them.  Document the individual stages of the creative process or ask pupils to document the creative process themselves with a camera or video camera.  Very interesting are also videos of the discussions that can be used in various occasions.  Exhibit the double-entry journals in the classroom, on billboards in the school corridors, in the school library or the local library (e.g. as an invitation to read a particular book).  Pupils can write an article about the double-entry journal technique including photos of the cre- ative process for the school newsletter, school website, eTwinning portal etc. Sources:  Bondoux, A.L. (2012). A time of miracles. New York: Ember,  http://www.adlit.org/strategies/22091/,  https://www.teachervision.com/double-entry-journals,  https://www.lakewoodcityschools.org/userfiles/2311/file/Double%20entry%20journal.pdf,  https://www.waunakee.k12.wi.us,  https://reading.ecb.org/teacher/pdfs/lessons/mc_lp_double-entry_journal.pdf,  https://k12teacherstaffdevelopment.com/tlb/what-is-the-double-entry-journal-strategy/,  https://www.academia.edu/21860474/ DOUBLE_ENTRY_JOURNAL_TECHNIQUE_FOR_THE_STUDENTS_READING_COMPREHENSION_A_ Classroom_Action_Research_at_the_Second_Grade_Students_of_SMA_Neg._1_Pasui. Written by Vilma Petelin. 106

NOČ POEZIJE Ključne besede: svetovni dan poezije, poezija, pesniki, pisanje poezije. Svetovni dan poezije obeležujemo 21. marca. Na OŠ Bršljin smo ob tem dnevu v preteklosti že izvedli »Noč poezije«. Želeli smo jo približati in doživeti tudi s poljskimi in portugalskimi učenci in učitelji. Učenci v projektu so predhodno ustvarjali poezijo na temo medkulturnosti in migracij v svojem in an- gleškem jeziku. Pisanja pesmi so se lotili tudi učitelji. Na dan »Noči poezije« so se delavnic pisanja pesmi po skupinah lotili tudi ostali prijavljeni učenci šole od 2. do 9. razreda. Kdo:  primerno za učence od 6. leta dalje,  skupine od 10 do 15 udeležencev. Potek dogodka od poznega popoldneva do jutra, dvourna delavnica, prireditev v avli šole, večerja, predstavi- tev pesmi, druženje z vrstniki, spanje, zajtrk, odhod domov Potek dejavnosti 17.00–19.00: delo v delavnicah 19.00–19.45: predstavitev gostov in dela v delavnicah v avli šole 19.45–20.15: večerja 20.30: Poezije iz teme - Poetry from the dark (vizualizacija poezije na igrišču) 21.30: priprava na spanje v šolski telovadnici 7.00–8.00: zajtrk 8.00–9.00: odhod domov Pripomočki: odvisno od delavnice: pisala, papir, projektor, zvočniki, računalnik … Oblike izvedbe:  delavnica na kulturnem dnevu,  v sklopu projektnega dela, sobotne šole … 107

POETRY NIGHT Keywords: world poetry day, poetry, poets, poetry writing. World Poetry Day is celebrated on 21st March. At the Bršljin Primary School we have held \"Poetry Nights\" already in the past and we wanted to bring it closer and experience it also with our Polish and Portuguese partner schools. Pupils in the project first wrote poetry on intercultural and migration issues in English, and also teachers wrote poetry. At \"Poetry Night\", other pupils from the 2nd to 9th grade were also able to take part in workshops where they wrote poetry in groups. Participants:  suitable for pupils aged 6+ years,  groups of 10 to 15. Event programme from late afternoon to morning, two-hour workshops, school lobby event, dinner, poetry presentation, hanging out with peers, sleeping, breakfast, going home Programme 17:00 – 19:00 Work in workshops 19:00 – 19:45 Introducing guests and working in workshops in the school lobby 19:45 – 20:15 Dinner 20:30 Poetry from the dark (visualization of poetry on the pitch) 21:30 Getting ready for sleepover in the school gym 7:00 – 8:00 Breakfast 8:00 – 9:00: Going home Resources and equipment: depending on the workshop: pens, paper, projector, speakers, computer… Form of execution:  cultural day workshop,  as part of the project work, Saturday school … 108

NOČ POEZIJE Primer izvedbe: Učence smo razdelili v delavnice po starosti (8 delavnic po približno 15 učencev), ena delavnica je bila namenjena zainteresiranim učiteljem. Mentorji v delavnicah so bili učitelji OŠ Bršljin, gosta Zlatan Čordić – Zlatko, pesnica Jadranka Zupančič s pesniki literarne sekcije Snovanja pri DU Novo mesto ter učitelj portugalščine Pedro Tavares iz Portugalske, ki je tudi pesnik. Po ustvarjalnem delu je sledila predstavitev gostov in dela v delavnicah na prireditvi v avli šole. Na pri- reditev so bili vabljeni tudi učitelji in starši otrok. Po večerji z obveznimi palačinkami je sledila predstavitev pesmi na pročelju šolske fasade. V mraku so ob projekciji napisanih pesmi, z naglavnimi lučkami učenci brali svoje umetnine v slovenskem, polj- skem, portugalskem in angleškem jeziku. Dogodek so si lahko ogledali učenci, učitelji, starši in mimoi- doči sprehajalci. Prireditev in predstavitve pesmi na šolskem igrišču so snemali z lokalne televizije, ob pomoči šolskega računalničarja pa smo dogodek prvič predvajali tudi v živo preko YouTuba. Učenci so prespali v šolski telovadnici in tako sklenili teden mednarodnih aktivnosti na OŠ Bršljin. Priporočila:  Različnim starostnim skupinam učencev je potrebno ponuditi in predstaviti starosti primerne tehni- ke pisanja pesmi.  Priprave na pisanje pesmi lahko potekajo že pri pouku ali pred izvedbo noči poezije v okviru delav- nic, interesnih dejavnosti ipd.  Zaradi časovne stiske in še bolj zaradi iskanja rim, navdiha, naj učenci napišejo verze, pesmi že do- ma, nato jih lahko dodelajo, preoblikujejo še na delavnicah; vsaj nekaj pesmi naj nastane pred nočjo poezije zaradi priprave projekcije, priprave na predstavitev (branje) poezije pred obiskovalci.  Pesmi se lahko objavijo v e-publikaciji, šolskem časopisu, se pošljejo na morebitne natečaje.  Za umiritev učencev pred spanjem lahko poteka branje poezije (namesto pravljice). Zapis pripravila Natalija Globevnik. 109

POETRY NIGHT Implementation example: Pupils were divided into workshops by age (8 workshops with about 15 pupils in each group), one workshop was organised also for interested teachers. The mentors in the workshops were the teachers of the Bršljin Primary School, the guest Zlatan Čordić - Zlatko, the poet Jadranka Zupančič together with the poets of the literary section Snovanja from the Pensioners’ Association Novo mesto and the Portuguese language teacher Pedro Tavares from Portugal, who is also a poet. The creative work was followed by a presentation of guests and work in workshops at an event in the school lobby. Teachers and pupils’ parents were also invited to the event. For dinner there were pancakes. Then we had a presentation of the poetry on the facade of the school. At dusk the poems were projected on the wall and the pupils, equipped with headlamps, read their poems in Slovene, Polish, Portuguese and English. The event was open to public, other pupils, teachers, parents and passers-by. The event and poem presentations on the school playground were filmed by a local television and also broadcast live for the first time via YouTube. Pupils slept over in the school gym and so successfully concluded a week of international activities at the Bršljin Primary School. Recommendations:  Choose age-appropriate poetry writing techniques for the different age groups of pupils.  You can prepare for the poetry writing during classes or within workshops, interest activities, etc. before the poetry night.  Due to time constraints, especially to find the best rhymes and inspirations, have pupils write verses and poems at home, and then finalize or change them in the workshops; at least some poems should be produced before the poetry night in order to prepare the projection and the presentation (reading) of poetry in front of visitors.  Poems can be published in an e-publication, in a school newspaper or sent to potential competi- tions.  To calm pupils before going to bed, you can read poetry (instead of bedtime stories). Written by Natalija Globevnik. 110

PRIPRAVA SCENARIJA ZA GLEDALIŠKO IGRO NK SVOBODA Ključne besede: delavnica pisanja scenarija, scenarij, scenarist, gledališka igra. Učenci so prebrali knjigo na temo migracij nacionalnega avtorja. Partnerji iz Slovenije smo izbrali knji- go Žige X. Gombača: NK Svoboda (FC Freedom), Poljaki The Lighthouse keeper avtorja Henryka Sien- kiewicza, Portugalci pa pesem The Catrineta Ship. Učenci so pripravili scenarij za gledališko igro v ma- ternem jeziku, jo prevedli v angleščino in uprizorili. V Sloveniji smo imeli možnost izvesti delavnico pisanja scenarija z režiserko in scenaristko Majo Križ- nik, nagrajenko Festivala slovenskega filma, ki je bila tudi v vlogi mentorice. Kdo:  primerno za učence od 12. leta dalje,  zelo primerno za nadarjene in vedoželjne učence,  priporočljivo za manjšo skupino učencev (do 15). Čas trajanja: 3 šolske ure (delavnica). Pripomočki: knjiga izbranega avtorja, angleški slovarji, listi, pisala. Oblike izvedbe:  delavnica na kulturnem dnevu,  v sklopu projektnega dela, sobotne šole … Primer poteka izvedbe: 1. Predstavitev režiserke in scenaristke Maje Križnik 2. Seznanitev učenk z zgradbo gledališke igre, osnovnimi elementi scenarija 3. Pogovor o vsebini knjige in določitev ključnih tem po sklopih 4. Razdelitev v manjše skupine ali pare, razdelitev tem po sklopih, tudi že okvirna razdelitev vlog Pisanje dialogov po sklopih (uvod) Po delavnici: 1. Pisanje scenarija po sklopih doma ali v šoli 2. Skupno srečanje, branje in zapis scenarija po sklopih 3. Scenarij je bil po elektronski pošti poslan mentorici v pregled 4. Mentorica je podala pripombe na posamezne dele scenarija in dodala scenosled 5. Učenke so s pomočjo učiteljice angleščine scenarij prevedle v angleščino 6. Bralne vaje in učenje besedila v angleščini 7. Priprava rekvizitov, scene 8. Vaje z rekviziti na odru 9. Uprizoritev pred publiko Igro NK Svoboda so učenke predstavile na mobilnosti na Poljskem in na regijskem tekmovanju iz an- gleščine. Predstava je bila posneta, dodani so bili tudi podnapisi v angleščini. Priporočilo Besedilo na papirju in posnetek igre lahko služita kot učno gradivo pri urah angleščine, domovinske in državljanske kulture in etike, gledališke igre. Zapis pripravila Natalija Globevnik. 111

WRITING A SCENARIO FOR THE THEATRE PLAY FC FREEDOM Keywords: screenwriting workshop, scenario, screenwriter, theatre play. Pupils read a book on the subject of migration by a national author. Partners from Slovenia selected the book NK Svoboda (FC Freedom) by Žiga X. Gombač, the Polish partners the book The Lighthouse Keeper by Henryk Sienkiewicz, and the Portuguese partners the book The Catrineta Ship. Pupils wrote a script for the theatre play in their native language, translated it into English and staged it. In Slovenia, we had the opportunity to conduct a screenwriting workshop with the director and screenwriter Maja Križnik, award winner of the Slovenian Film Festival, who also acted as a mentor. Participants:  suitable for pupils aged 12+ years,  very suitable for talented and curious pupils,  recommended for small groups of pupils (up to 15). Time: 135 minutes (workshop). Resources and equipment: book of the selected author, English dictionaries, paper, pens. Form of execution:  cultural day workshop,  as part of the project work, Saturday school … Implementation example: 1. Presentation of the film director and screenwriter Maja Križnik. 2. Introduce the pupils to the structure of a theatre play, the basic elements of a scenario. 3. Discuss the content of the book and identify key topics in sections. 4. Divide pupils into small groups or pairs, divide topics by sections and also roughly assign the roles. Write dialogues by sections (introduction). After the workshop: 1. Write a scenario by sections at home or at school. 2. Joint meeting, reading and writing of the scenario in sections. 3. Email the scenario to the mentor for review. 4. The mentor commented on individual parts of the script and added a storyline. 5. With the help of an English teacher, pupils translated the scenario into English. 6. Reading exercises and learning the English text. 7. Preparation of the theatre props and the scene. 8. Exercises with props on stage. 9. Performing in front of an audience. The NK Svoboda (FC Freedom) theatre play was presented by the pupils at a mobility event in Po- land and at a regional English language competition. The play was filmed and English subtitles were added. Recommendation The text on paper and the recording of the play can serve as teaching material within the lessons of English language, Citizenship education and ethics, Theatre play. Written by Natalija Globevnik. 112

PRIPRAVA SCENARIJA ZA GLEDALIŠKO IGRO NK SVOBODA 113

WRITING A SCENARIO FOR THE THEATRE PLAY FC FREEDOM 114

ODPRTI ATELJEJI Ključne besede: umetnost, fotografija, fotograf, opera, operni pevec, gledališče, igralka, slikarstvo, slikar, ate- lje. Odprte ateljeje smo pripravili v tednu aktivnosti učenja, poučevanja in usposabljanja v Sloveniji. Ate- ljeji so nastali v sodelovanju z Anton Podbevšek Teatrom (APT) in Javnim skladom Republike Slovenije za kulturne dejavnosti (JSKD), Območno izpostavo Novo mesto. Kdo:  primerno zlasti za učence od 12. leta dalje,  zelo primerno za nadarjene in vedoželjne učence,  priporočljivo za manjšo skupino učencev (do 15) (oz. tri skupine po 15 učencev, ki se me- njavajo med ateljeji). Čas trajanja: 30 do 45 minut za posamezen atelje (za posamezen atelje so imeli učenci na razpolago pol ure, skupine so se menjavale po različnih lokacijah v Novem mestu). Pripomočki: učenci so potrebne pripomočke dobili s strani izvajalcev posameznih ateljejev (npr. besedilo pesmi, platno, čopiči, tempere, palete). Oblike izvedbe:  delavnica na kulturnem dnevu,  v sklopu projektnega dela, sobotne šole … Primer poteka odprtih ateljejev: 1. Obisk Anton Podbevšek Teatra in srečanje z igralko Tjašo Železnik Gospod Mitja Sočič nam je predstavil prostore in zgodovino Anton Podbevšek Teatra. Gledališče sode- luje z različnimi slovenskimi igralci, zato so v goste povabili igralko Tjašo Železnik. Učenci so z njo vodili pogovor o igralskem poklicu in njenem delu v angleškem jeziku. 2. Razdelitev učencev Učence smo razdelili v tri narodnostno mešane skupine. Skupine so se izmenjavale med tremi umetni- škimi ateljeji, ki so potekali na različnih lokacijah v centru Novega mesta. Med hojo od enega ateljeja do drugega so imeli možnost medsebojnega pogovora in ogleda mesta. Na ta način so učenci med se- boj komunicirali v angleščini in se spoznavali med seboj. 115

OPEN STUDIOS Keywords: art, photography, photographer, opera, opera singer, theatre, actress, painting, painter, studio. Open studios were implemented during a week of learning, teaching and training activities in Slove- nia. The studios were organised in cooperation with the Anton Podbevšek Theatre (APT) and the Novo mesto Regional Office of the Public Fund of the Republic of Slovenia for Cultural Activities (JSKD). Participants:  suitable especially for pupils aged 12+ years,  very suitable for talented and curious pupils,  recommended for a small group of pupils (up to 15) (or three groups of 15 pupils alter- nating between studios). Time: 30 to 45 minutes for each studio (half an hour for each studio, groups switched between different locations in Novo mesto). Resources and equipment: all the necessary tools were provided by the artists of the individual studios (e.g. song lyr- ics, canvas, paint brushes, tempera, pallets). Form of execution:  cultural day workshop,  as part of the project work, Saturday school … Examples of open studios implementation: 1. Visiting the Anton Podbevšek Theatre and meeting the actress Tjaša Železnik Mr Mitja Sočič presented the premises and history of the Anton Podbevšek Theater. The theatre cooperates with various Slovenian actors, so the actress Tjaša Železnik was invited to visit. Pupils had a conversation with her about acting and her work in English. 2. Divide pupils in groups Pupils were divided into three ethnically mixed groups. The groups alternated between three art studios held at various locations in the city centre of Novo mesto. While walking from one studio to another, pupils had the opportunity to talk to each other and see the city. In this way, they commu- nicated with each other in English and got to know each other. 116

ODPRTI ATELJEJI 3. Odprti ateljeji Slikarski atelje je vodil slikar Jože Kotar (pri prevodih mu je pomagala Klavdija Kotar, vodja JSKD, Območne izpostave Novo mesto). Učencem je razložil slikarske tehnike, ki jih uporablja, predstavil ne- katera svoja likovna dela, nato pa učencem dal možnost slikanja vedute Novega mesta. Učenci so so- ustvarjali sliko. Gospod Kotar je delno naslikal veduto, ki pa so jo vsi posamezni člani skupine dopol- njevali. Na ta način je vsak prispeval svoj del k skupnemu izdelku. Fotografski atelje je pripravil fotograf Boštjan Pucelj. Učencem je razložil princip delovanja fotoapa- rata. Predstavil jim je različne fotoaparate, ki jih uporablja pri svojem delu, in nekatere projekte, ki se jih je lotil tekom svoje kariere. Na ogled je ponudil različne albume s fotografijami po tematskih sklo- pih. Odgovarjal je na vprašanja učencev, ki jih je zanimalo zlasti, kje najde ideje za oblikovanje temat- skih razstav. Glasbeni atelje je izvedla operna pevka Irena Yebuah Tiran. Odgovarjala je na vprašanja učencev o svojem poklicu in izobraževanju. Predstavila je zgodbo očetove selitve iz afriške države v Slovenijo, njegovi vključitvi v novo okolje in odnosu ljudi do nje kot otroka in mladostnice. Učence je motivirala za petje slovenske ljudske pesmi Mi se imamo radi. Omenjeni umetniki so predstavili svoje delo, učence motivirali, da so tudi sami poskusili peti, slikati, fotografirati. Izvajalce delavnic smo spodbudili, da so povedali svoje izkušnje migracij, saj delujejo tudi v mednarodnih okoljih. Vsa komunikacija na delavnicah je potekala v angleškem jeziku. Priporočila V odprte ateljeje vključimo lokalne organizacije in lokalne umetnike. Vključimo umetnike z različnih umetniških področjih in jih vnaprej usmerimo v pripravo na morebitna vprašanja učencev (npr. o izo- brazbeni, poklicni poti, odnosu do migracij in drugih kultur, o svojih izkušnjah s potovanj, o predstavi- tvah - razstavah, koncertih ipd. doma in v tujini). Zapis pripravila Natalija Globevnik. 117

OPEN STUDIOS 3. Open studios The painter's studio was moderated by the painter Jože Kotar (assisted by Klavdija Kotar, head of the JSKD Novo mesto Regional Office). He explained to the pupils the painting techniques he used, presented some of his artworks and then gave the pupils the opportunity to paint a veduta of Novo mesto. Pupils created the painting together. Mr Kotar started to paint the veduta, and the pupils then complemented it. In this way, everyone contributed their part to the joint artwork. The photographic studio was organised by the photographer Boštjan Pucelj. He explained to the pupils how a camera works, showed them different cameras that he uses and talked about some of his projects. He showed his various photo albums by different themes and answered many questions. Among others, pupils were particularly interested in how the artist finds ideas for cre- ating his thematic exhibitions. The musical studio was performed by opera singer Irena Yebuah Tiran. She spoke to pupils about her profession and education. She told the story of her father's migration from Africa to Slovenia, his integration in the new environment and the attitude of people towards her as a child and young teenager. She motivated the pupils to sing the Slovenian folk song Mi se imamo radi (We all love each other). The artists presented their work and motivated the pupils to try singing, painting and photo- graphing themselves. The workshop facilitators were encouraged to share their experience of mi- gration, as they all are active also internationally. All communication in the workshops was in Eng- lish. Recommendations Involve local organizations and local artists from different fields of art to the open studios and pre- pare them in advance for possible pupil’s questions (e.g. about their educational, career, attitude towards migration and other cultures, their travel experiences, presentations – exhibitions, con- certs, etc. at home and abroad). Written by Natalija Globevnik. 118

LIKOVNE RAZSTAVE 119

ART EXHIBITIONS 120



IKT / ICT Windows Movie Maker Microsoft PowerPoint Microsoft Publisher Word cloud Skype eTwinning Snapchat Facebook YouTube Google Varno na spletu / Safe on the web  Safe.si  Varni na internetu / Safe on the Internet  Varnost na spletu / Online Safety  Varni internet / Safe Internet 122

IKT Sodobna tehnologija postaja v šolah in pri učencih doma čedalje bolj dostopna, njena uporaba pa ve- dno bolj razširjena in raznovrstna. V povezavi s tem se učenje, poučevanje in sama vloga učitelja ves čas spreminja, zato smo tudi v našem Erasmus+ projektu razvijali digitalne kompetence tako pri učite- ljih kot tudi pri učencih. Digitalna pismenost je v 21. stoletju ena izmed ključnih elementov v človeko- vem življenju, zato je prav, da vsi težimo k čim bolj uspešnemu funkcioniranju v digitalnem okolju. V šolskem prostoru uporabljamo različne oblike sodobne tehnologije. Namizne in prenosne računalni- ke, tablice, mobilne telefone, digitalne fotoaparate, kamere, različne aplikacije, e-gradiva, video gradi- va in še mnogo drugega, zato je učence potrebno podučiti, da sodobno tehnologijo uporabljajo smotr- no in varno. Z raziskovanjem in preizkušanjem različnih programov, orodij in aplikacij so učenci razvija- li nove ideje in razširjali svoje znanje v digitalnem okolju. Obenem nova tehnologija omogoča hitrejši in lažji dostop do raznovrstnih informacij, ki so lahko vir posameznikovega znanja, vendar pa je po- trebno učence naučiti tudi kritičnosti. Seveda pa ni vse, kar lahko najdejo na spletu, verodostojno, za- to je potrebno učence opozoriti in učiti, kako uporabljamo svetovni splet. Predvsem pa jih je potrebno ozavestiti o varni rabi interneta ter jim predstaviti, kako se varno in odgovorno vedejo na spletu. 123

ICT Modern technology is becoming more and more accessible in schools and at home, and its use is widely spread and diverse. In this regard, learning, teaching and the role of the teacher are con- stantly changing, which is why in the Erasmus+ project we have been developing digital competenc- es both for teachers and pupils. Digital literacy is one of the key elements in the 21st century, so we all need to be as efficient as possible in the digital world. In schools, we use different kinds of modern technology: desktop computers, laptops, tablets, mo- bile phones, digital cameras, cameras, various applications, e-materials, video materials and many more. Pupils, however, need to be taught how to use modern technology in a smart and safe way. By researching and testing various programs, tools and applications, they develop new ideas and their digital skills. At the same time, new technology enables faster and easier access to a varie- ty of information and thus easier gain of personal knowledge. However, pupils also need to adopt a critical perspective, since not everything they find online is authentic. They need to be reminded and taught how we use the Internet. Above all, we need to make them aware of the safe use of the Internet and to show them how to behave safely and responsibly online. 124

WINDOWS MOVIE MAKER Kdo:  učenci od 12. leta dalje,  vedoželjni učenci,  učenci, ki jih zanima urejanje in izdelava videoposnetkov. Windows Movie Maker je programska oprema za obdelavo videoposnetkov, ki je bila vključena v pa- ket Microsoft Windows Essentials leta 2012 in ni več na voljo za prenos. Vsebovala je različne možno- sti, kot so efekti, prehodi, naslovi, dodajanje zvočnih posnetkov, časovno usklajevanje ipd. Dodane efekte in tranzicije je mogoče spreminjati z uporabo XML kode, ustvarjamo pa lahko tudi nove. Prav tako je osnovni program za obdelavo zvoka, saj lahko uporabimo osnovne avdio efekte, kot sta fade in fade out. Zvok lahko izvozimo v različnih oblikah, lahko kot zvočno datoteko ali kot video. Tveganje Spletna mesta, ki ponujajo brezplačne prenose aplikacije Movie Maker, ne ponujajo prave aplikacije. Ti prenosi lahko vsebujejo tudi zlonamerno programsko opremo, viruse ali skrite stroške, zato previ- dno pri izbiri novega programa. Trenutno je možnost brezplačne različice v verziji Windows 10. Najnovejša različica aplikacije Fotogra- fije vključuje možnost ustvarjanja in urejanja videoposnetkov z glasbo, besedilom, gibanjem, s filtri in 3D-učinki. Za več aplikacij za ustvarjanje in urejanje videoposnetkov pa je potrebno obiskati trgovino Microsoft Store in izbrati aplikacijo, ki ustreza vašim zahtevam. Primeri uporabe:  dejavnost za vedoželjne učence,  pri projektnem delu,  izdelava promocijskega videa šole iz posnetkov in fotografij,  izdelava videa iz utrinkov oz. fotografij in dodani glasbeni podlagi,  poučen video – prikaz določene situacije, igre,  oblikovanje video voščila za partnerske šole,  obdelava posnetka in dodajanje podnapisov gledališke igre NK Svoboda,  obdelava posnetka in dodajanje angleških podnapisov obnove knjige Čas čudežev. Viri:  https://en.wikipedia.org/wiki/Windows_Movie_Maker,  https://support.microsoft.com/sl-si/help/18614/windows-essentials. Zapis pripravila Irena Gole. 125

WINDOWS MOVIE MAKER Participants:  pupils aged 12+ years,  curious pupils,  pupils interested in video editing and production. Windows Movie Maker is a video editing software that was part of Microsoft Windows Essentials in 2012, but now is no longer available for download. It included various editing options such as mak- ing effects, transitions, titles, adding sound clips, timing, etc. Added custom effects and transitions can be modified using XML, and new ones can be created. It also serves as a basic audio processing program since basic audio effects such as fade in and fade out can be used. Audio can be exported in various formats, either as audio file or as video. Risks/Dangers: Websites that offer free Movie Maker downloads might not offer the right software. These down- loads may also contain malware, viruses or hidden costs, so be careful when downloading such software. The free version is currently available in Windows 10. The latest version of Photos offers the possi- bility to create and edit videos with music, text, motion, filters and 3D effects. For other video ed- iting apps, you can consider visiting the Microsoft Store and select an application that suits your requirements. Implementation examples:  activities for curious pupils,  in project work,  make a promotional video of the school from existing videos and photographs,  make a video from snapshots or photos with added music background,  instructive video – showing a specific situation, game,  design a video greeting card for partner schools,  edit the video of the FC Freedom theatre play and add subtitles,  edit the video of the excerpt of the book A Time of Miracles and add English subti- tles. Sources:  https://en.wikipedia.org/wiki/Windows_Movie_Maker,  https://support.microsoft.com/sl-si/help/18614/windows-essentials. Written by Irena Gole. 126

MICROSOFT POWERPOINT Kdo: učenci od 9. leta dalje. Microsoft PowerPoint je program za izdelavo predstavitev, sestavljenih iz besedil, slik, animacij in ostalih objektov, ki se lahko izpisujejo na ekranu ali se natisnejo na tiskalniku. Prednosti:  enostavna uporaba,  samostojno preizkušanje, raziskovanje in učenje v programu,  učenci navadno potrebujejo samo začetno razlago, nato lahko sami raziskujejo možnosti izvedbe in uporabe – največ se naučijo s tem, da jim učitelj da možnost raziskovanja znotraj programa. Tveganja:  prenasičenost z različnimi efekti,  neustrezna izbira barv ozadja,  pretirana uporaba,  ustreznost velikosti pisave in količina zapisanega besedila za predstavitve,  pomanjkljivo ali napačno navajanje virov besedila in fotografij. Spletna različica – Google predstavitev (Drive) Z Google Predstavitvami lahko ustvarjamo, urejamo in prikažemo predstavitve brezplačno z uporabni- škim računom Google. Predstavitev se samodejno shranjuje in je dostopna na kateremkoli računalni- ku, ki ima brezžično povezavo. Google Predstavitve lahko uporabljamo tudi na mobilnem telefonu ali tablici s sistemom Android. Google Predstavitve omogočajo:  ustvarjanje novih predstavitev in urejanje obstoječih datotek ,  skupno rabo predstavitev in ustvarjanje hkrati z drugimi v isti predstavitvi,  dodajanje komentarjev in odzivanje nanje,  dodajanje in spreminjanje vrstnega reda diapozitivov, oblikovanje besedila in oblik ter dru- go,  predvajanje predstavitve kar iz mobilne naprave,  samodejno shranjevanje med vnašanjem,  predvajanje diapozitivov v video klicih,  odpiranje, urejanje in shranjevanje PowerPointovih datotek. 127

MICROSOFT POWERPOINT Participants: pupils aged 9+ years. Microsoft PowerPoint is a software for creating presentations containing text, images, animations and other objects that can be displayed on the screen or printed. Advantages:  easy to use,  independent testing, research and study of the software,  pupils usually only need an initial explanation, then they can explore and use different software options themselves – they learn the most when given freedom by the teacher to explore the software on their own. Risks/Dangers:  use of too many different effects,  inadequate choice of background colours,  excessive use,  relevance of font size and amount of text for presentations,  insufficient or incorrect quotation of text and photo sources. Online version – Google Slides (Drive) With Google Slides, you can create, edit and view presentations for free with a Google Account. The presentation is automatically saved and accessible on any computer that has a wireless connection. Google Slides is also available for mobile phones or tablets with Android. Google Slides allows you to:  create new and edit existing presentations,  share and create presentations at the same time with others users,  add and respond to comments,  add and change the order of slides, formatting of text and shapes etc.  run a presentation from your mobile device,  automatically save a file as you type,  run slides in video calls,  open, edit, and save MS PowerPoint files. 128

MICROSOFT POWERPOINT Primeri izvedbe:  pri pouku, namesto klasičnih plakatov,  predstavitev držav (Slovenije, Poljske),  priprava na mobilnost – navodila za delo, roditeljski sestanek,  predstavitev Erasmus+ projekta učencem, učiteljem, staršem,  predstavitev dvomesečnih aktivnosti Erasmus+ projekta,  predstavitev šolskega sistema, otroškega parlamenta,  predstavitev šolskih sistemov držav, šolskega parlamenta,  predstavitev RWCT tehnik. Potrebna programska in strojna oprema: Microsoft PowerPoint  računalnik ali prenosnik  prednameščen Microsoft PowerPoint Google Predstavitve  računalnik ali prenosnik  spletni brskalnik  tablica ali mobilni telefon s sistemom Android Vir  https://sl.wikipedia.org/wiki/Microsoft_Office,  https://play.google.com/store/apps/details? id=com.google.android.apps.docs.editors.slides. Zapis pripravila Irena Gole. 129

MICROSOFT POWERPOINT Implementation examples:  in class, instead of classic posters,  presentation of countries (Slovenia, Poland),  preparation for mobility – instructions for work, parent meeting,  presentation of the Erasmus+ project to pupils, teachers, parents,  presentation of the bi-monthly activities of the Erasmus+ project,  presentation of the school system, the children's parliament,  presentation of the school systems of other countries, the school parliament,  presentation of RWCT techniques. Required software and hardware: Microsoft PowerPoint  computer or laptop  Microsoft PowerPoint preinstalled Google Slides  computer or laptop  web browser  tablet or mobile phone running Android Source  https://en.wikipedia.org/wiki/Microsoft_Office,  https://play.google.com/store/apps/details? id=com.google.android.apps.docs.editors.slides. Written by Irena Gole. 130

MICROSOFT PUBLISHER Kdo: učenci od 12. leta dalje. Microsoft Publisher je program, ki nudi predloge različnih kategorij za tiskanje, elektronsko pošto in splet, ki jo lahko prilagodimo lastnim potrebam. Program se razlikuje od Microsoft Worda v tem, da ima poudarek na postavitvi in oblikovanju strani, ne pa na sestavi in kompoziciji besedila. Z njim je mogoče oblikovati brošure, vizitke, časopise in druge publikacije, kjer ostane vsa vsebina taka, kot jo oblikujemo – na tiskanih izpisih, v spletu ali v e-poštnih sporočilih. Z znanimi meniji, orodnimi vrsticami in funkcijami sistema Microsoft Office lahko preprosto začnemo in hitro končamo:  premikanje, kopiranje in brisanje datotek,  delo z besedilom,  delo z grafiko in objekti: npr. premikanje in grupiranje,  tiskanje,  delo Publisherja z internetom. Tveganja:  ustvarjalec mora imeti smisel za oblikovanje (paziti na prenasičenost z različnimi možnost- mi, barvami, efekti, animacijami itd.),  ustrezno ali pomanjkljivo navajanje virov besedila in fotografij. Potrebna programska in strojna oprema:  prenosni ali stacionarni računalnik,  nameščen Microsoft Publisher. Primer uporabe:  začetna predstavitev programa, nato samostojno raziskovanje možnosti,  sestavljanje in tiskanje vabil ter krajših ali daljših publikacij,  oblikovanje in urejanje treh e-publikacije z mobilnosti,  oblikovanje in urejanje e-publikacije z razstave,  osnova za izdelavo tiskane publikacije z nastavitvami za tisk,  oblikovanje pohval ali priznanj za dosežke učencev,  oblikovanje potrdil, certifikatov,  oblikovanje in urejanje e-publikacij: o Slovar likovnih izrazov SLJ–TJA in TJA–SLJ o Holokavst o Čas čudežev o Kulturni dan »Z roko v roki v pisan svet« o Činkvine in dvojni dnevnik Vir:  https://podpora.sio.si/publisher/. Zapis pripravila Irena Gole. 131

MICROSOFT PUBLISHER Participants: pupils aged 12+ years. Microsoft Publisher is a desktop publishing application that offers various templates for printing, email and the web which can be customized to suit your needs. Unlike the MS Word, in MS Publisher the main focus is on the layout and formatting of the page, not only on text composition. It can be used to design brochures, business cards, newspapers and other publications where all content re- mains the same as it is designed – for printing, online use or for emails. The usual Microsoft Office menus, toolbars and features enable you to start easily and finish quickly with:  moving, copying and deleting files,  text editing,  graphics and objects design: e.g. moving and grouping,  printing,  publishing the MS Publisher work online. Risks/Dangers:  the creator must have a sense of design (not using too many different options, colours, effects, animations, etc.),  (in)sufficient or incorrect quotation of text and photo sources. Required software and hardware:  laptop or desktop computer,  Microsoft Publisher installed. Implementation examples:  initial presentation of the software, then independent exploration of options,  MS Publisher for school use: https://podpora.sio.si/publisher-za-solsko-rabo/,  create and print invitations, shorter or longer publications,  design and edit the e-publications of the three mobilities,  design and edit the e-publication of the exhibition,  create document with correct print settings for printing,  create recognition awards,  create certificates,  design and edit e-publications: o Slovenian-English and English-Slovenian glossary of fine art o Holocaust o A Time of Miracles o Cultural Day \"Hand in Hand in a Colourful World\" o Cinquain poems and double-entry journals Source: https://podpora.sio.si/publisher/. Written by Irena Gole. 132

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WORDCLOUD Kdo:  učenci od 6. do 9. leta pod vodstvom učitelja,  učenci od 10. leta samostojno. WordCloud je naprednejše spletno orodje od prvotnega programa Wordle, s katerim lah- ko vizualiziramo različne besede in tekste. WordCloud uredi seznam besed v podobo, ki jo izberemo izmed možnosti. Pri tem se da spreminjati obliko podobe, obliko pisave, barve, velikost pisave, smer postavitve itd. Tveganje: pri nekaterih spletnih orodjih je možno naložiti vizualizirano besedilo samo proti plačilu. Potrebna programska in strojna oprema:  prenosni ali stacionarni računalnik,  spletni brskalnik,  na mobilnem telefonu ali tablici – aplikacija Wordle! (iOS), Wordsalad – Smart Word Clo- uds (iOS), Wordsalad – Wordle word clouds (Android), Word Cloud (Android). Primeri izvedbe:  zapis ključnih besed,  vizualni prikaz asociacij,  vizualni prikaz najpogosteje uporabljenih besed, »viharjenje možganov« (brainstorming) na temo migracij,  ponuja možnost različnih oblik,  predstavitev orodja učiteljem in učencem,  uporaba orodja pri pouku. Spletne povezave za računalnik  https://wordart.com/create,  https://worditout.com/word-cloud/create,  https://www.abcya.com/games/word_clouds. Spletne povezave do aplikacij za mobilne telefoni in tablice Android  https://play.google.com/store/apps/details?id=ice.lenor.nicewordplacer.app,  https://play.google.com/store/apps/details?id=com.libe.wordsalad,  https://play.google.com/store/apps/details? id=com.apptrends.wordcloudartgenerator.word.cloud.art.generator.creator.photo.editor. Zapis pripravila Irena Gole. 135

WORDCLOUD Participants:  pupils aged 6 to 9 years under the guidance of a teacher,  pupils aged 10+ years independently. WordCloud is a web-based tool, more advanced than the original Wordle, which allows you to visualize different words and texts. WordCloud enables you to generate an image from the text provided and freely customize the shape, font, colour, font size, layout direction, etc. Risks/Dangers: With some online tools you will need to pay to download the visualized text. Required software and hardware:  laptop or desktop computer,  web browser,  on your mobile phone or tablet – apps Wordle! (iOS), Wordsalad – Smart Word Clouds (iOS), Wordsalad – Wordle word clouds (Android), Word Cloud (Android). Implementation examples:  keyword record,  visual display of associations,  visual display of the most commonly used words, brainstorming on the topic of migra- tion  offers different kinds of shapes,  presentation of the tool to teachers and pupils,  use of the tool in teaching. Web links for your computer  https://wordart.com/create,  https://worditout.com/word-cloud/create,  https://www.abcya.com/games/word_clouds. Web links for mobile and tablet apps  https://play.google.com/store/apps/details?id=ice.lenor.nicewordplacer.app,  https://play.google.com/store/apps/details?id=com.libe.wordsalad,  https://play.google.com/store/apps/details? id=com.apptrends.wordcloudartgenerator.word.cloud.art.generator.creator.photo.edit or. Written by Irena Gole. 136

SKYPE Kdo:  učenci od 6. do 12. leta pod vodstvom učitelja,  učenci od 13. leta naprej samostojno. Skype omogoča pogovore po vsem svetu, saj lahko komuniciraš s prijatelji in znanci z neposrednim sporočilom, glasovnim klicem ali video klicem po celem svetu. Vse možnosti so brezplačne, ne glede na napravo, v kateri uporabljate Skype. Na voljo je za telefone, tablične in osebne računalnike ter na- prave Mac. Tveganja:  povezovanje z ljudmi, ki jih ne poznaš,  več ljudi z enakimi imeni – kako veš, da si poklical pravega,  prekinjanje pogovora – nerazumevanje pogovora ob hkratnem govoru. Potrebna programska in strojna oprema:  prenosni in stacionarni računalnik , telefon ali tablica z brezžično povezavo,  uporabniški račun za Skype,  aplikacija Skype. Oblika izvedbe:  video klici,  klepet,  glasovni klici, možnost klicanja tudi na mobilne in stacionarne telefone proti plačilu,  skupna raba dokumentov, fotografij, videoposnetkov, dokumentov in datotek v velikosti do 300 MB,  delitev zaslona in prikaz odprtih dokumentov,  video srečanje med partnerskimi šolami. Primera uporabe:  video srečanje »v živo« s partnerskimi šolami,  šolskim parlamentom. Vir: https://www.microsoft.com/sl-si/p/skype/9wzdncrfj364?activetab=pivot:overviewtab. Zapis pripravila Irena Gole. 137

SKYPE Participants:  pupils aged 6 to 12 years under the guidance of a teacher,  pupils aged 13+ years independently. Skype is a software that enables you to communicate with friends and colleagues via instant mes- sage, audio or video calls around the world. All options are free of charge, regardless of the device on which you use Skype. Available for phones, tablets, PCs, and Macs. Risks/Dangers:  connecting with people you don't know,  people with the same name - how do you know you called the right one,  bad quality of the call - misunderstanding the conversation while talking at the same time. Required software and hardware:  a laptop or desktop computer, phone or tablet with wireless connection,  Skype account,  Skype app. Form of execution:  video calls,  chat,  audio calls, the ability to make calls to both mobile and landline phones with payment of a fee,  share documents, photos, videos and files of up to 300 MB in size,  share screen and display open documents,  video meeting between partner schools. Implementation examples:  live video meeting with partner schools,  within the school parliament. Source: https://www.microsoft.com/sl-si/p/skype/9wzdncrfj364?activetab=pivot:overviewtab. Written by Irena Gole. 138

eTWINNING Kdo: učitelji, ravnatelji, ostali pedagoški delavci. eTwinning je skupnost evropskih šol, ki pedagoškim delavcem, ki delajo v šolah po Evropi, ponuja brezplačni spletni portal. Ta omogoča povezovanje, sodelovanje, razvijanje projektov, izmenjavo izku- šenj itd. Pobuda eTwinning je nastala leta 2005 kot osrednja pobuda programa eUčenje (eLearning) Evropske komisije, od leta 2014 dalje pa je sestavni del programa evropskega sodelovanja na področju izobraževanja, usposabljanja, mladih in športa Erasmus+. Centralno svetovalno službo eTwinning vodi European Schoolnet, mednarodno partnerstvo 34 evrop- skih ministrstev za izobraževanje, katerega namen je razvoj učenja za šole, učitelje in učence po vsej Evropi. eTwinning na nacionalnih ravneh podpira tudi 38 nacionalnih svetovalnih služb. eTwinning spodbuja sodelovanje evropskih šol s pomočjo informacijskih in komunikacijskih tehnologij (IKT), tako da nudi podporo, orodja in storitve, ki šolam poenostavljajo oblikovanje kratkoročnih in dolgoročnih partnerstev na kateremkoli predmetnem področju. eTwinning ponuja tudi številne splet- ne priložnosti za brezplačen in kontinuiran poklicni razvoj učiteljev. eTwinning Portal Portal eTwinning je vstopna točka za eTwinning. eTwinning.net je na voljo v 28 jezikih in ponuja novice iz držav, ki sodelujejo v eTwinningu, priložnosti za strokovni razvoj, primere in podrobne informacije o uspešnih projektih. Učitelji, ki se pridružijo eTwinningu imajo dostop do:  eTwinning Live Tu lahko učitelji resnično izkusijo skupnost eTwinning v vsej svoji pestrosti. Poiščejo lahko druge regis- trirane eTwinnerje in šole, se povežejo z njimi in sledijo njihovim aktivnostim. Dostopajo lahko do spletnih in tradicionalnih dogodkov, ki jih organizirajo eTwinnerji, ter organizirajo svoje dogodke. Učitelji lahko s pomočjo eTwinning Liva pripravijo svoje projekte, v okviru katerih lahko organizirajo aktivnosti, posvečene različnim temam in ključnim kompetencam, v sodelovanju z drugimi učitelji in učenci. Učitelji lahko najdejo priložnosti za strokovni razvoj, ki jih eTwinning ponuja na evropski ravni. Izobra- ževalni dogodki so kratki, intenzivni tečaji, ki učiteljem predstavijo določeno temo, spodbudijo nove ideje in jim pomagajo razvijati znanja in spretnosti. Spletni seminarji so videokonference, ki se prena- šajo v živo preko spleta in trajajo eno uro. Učiteljem ponujajo priložnost za učenje, pogovor in razpra- vo o različnih temah.  Aplikacija eTwinning Live Mobilna aplikacija eTwinning uporabnikom omogoča dostop do storitev in obvestil portala eTwinning Live na mobilnih napravah. eTwinnerji lahko ves čas spremljajo dogajanje na portalu eTwinning Live s pomočjo obvestil in opravljajo osnovne naloge (npr. potrditev novega stika). Aplikacija je na voljo v spletnih trgovinah Apple App Store in Google Play Store. Primerna je za pamet- ne telefone in tablice. 139

eTWINNING Participants: teachers, headmasters, other teaching staff. eTwinning offers a free platform for staff working in a school in one of the European countries in- volved, to communicate, collaborate, develop projects, share their experiences etc. 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 Eu- rope. eTwinning is further supported at national level by 38 National Support Services. eTwinning promotes school collaboration in Europe through the use of Information and Communi- cation Technologies (ICT) by providing support, tools and services for schools which makes it easier for schools to build short- and long-term partnerships in any subject area. eTwinning also offers opportunities for free and continuing online Professional Development for educators. eTwinning Portal The eTwinning portal is the entry point for eTwinning. Available in 28 languages, eTwinning.net offers news from eTwinning participating countries, professional development opportunities, exam- ples and detailed information on successful projects. By joining eTwinning, teachers can access:  eTwinning Live Where teachers experience eTwinning community to its full potential. Teachers can search for oth- er registered eTwinners and schools, connect with them and follow their activities. Teachers can access all the online and on-site events created by eTwinners, and can also create their own. Through eTwinning Live teachers can create their own projects in which they can set off activities on different topics and key competences by collaborating with two or more teachers and their stu- dents. Teachers can find online professional development opportunities that eTwinning offers at European level. Learning Events are short, intense and enjoyable courses that introduce teachers to a topic, stimulate ideas, and help them develop their skills. Online Seminars are live online video sessions of one hour where teachers have the chance to learn, talk and discuss a variety of themes.  The eTwinning Live app The eTwinning mobile application offers users the opportunity to access eTwinning Live services and notifications while on mobile devices. eTwinners can keep up-to date with things happening on the eTwinning Live platform, thanks to the app’s pop-up notifications, and perform basic actions such as accepting a contact request. The app is available for download on the Apple App Store and the Google Play Store; it can be used on both smartphones and tablet devices. 140

eTWINNING  TwinSpace TwinSpace je portal, namenjen izključno učiteljem, ki sodelujejo v določenem projektu. Dostop lahko omogočimo tudi učencem, da se lahko v TwinSpacu srečajo in delajo v sodelovanju z vrstniki iz part- nerskih šol.  School Education Gateway To je evropski spletni portal za šolsko izobraževanje, ki je na voljo v 23 evropskih jezikih, s pomočjo katerega lahko spremljate novosti na področju evropske šolske politike. Portal je enotna vstopna toč- ka za učitelje, ravnatelje, snovalce politik, strokovnjake in druge interesne skupine, ki delujejo na po- dročju šolstva. Prednosti:  sodelovanje med učitelji, učenci, šolami v okviru eTwinning projektov,  strokovni razvoj: o ponujajo brezplačne izobraževalne dogodke in spletne seminarje, ki jih izvajajo strokovnjaki najrazličnejših področij, o pridobivanje novih učnih gradiv v okviru dejavnosti,  prepoznavnost: o prepoznavnost dela učiteljev, učencev in šol s pomočjo nacionalnih in evropskih znakov kakovosti, nagrad eTwinning, šol eTwinning in portfelja eTwinning. Primeri uporabe:  vzpostavitev stika s partnerskimi šolami,  širitev naše prakse na portalu,  izvedba različnih drugih eTwinning projektov na šoli. Vir: https://www.etwinning.net/sl/pub/index.htm. Zapis pripravila Irena Gole. 141