Visibility of eTwinning Projects Newsletter no. 12

Visibility of eTwinning Projects Group July 2022 Newsletter The Role of After following the short eTwinning course “Students as designers of learning spaces”, we Learning Spaces for were inspired by the great insights and proposals, and thought it was just the Active Students’ moment to make the jump, having students co-protagonists in activity planning, also Engagement concerning the learning spaces. With our students we were taking part in the by Marisa Badini eTwinning project “Make Closer the Far Distance” (Turkey, Spain, Romania, Italy), The experience I am sharing is about students’ aimed at exchanging habits, geographical and engagement in co- transformation of learning cultural aspects, everyday life, traditional food spaces inside an eTwinning project. It was and games. carried out with 5th graders in Primary school, https://live.etwinning.net/projects/project/3241 where I’m a CLIL supporter, in collaboration 92 with a class teacher. (CLIL: Content and Language Integrated Learning) One of the project steps was to create a collaborative story. We started discussing with We are always challenging about the effective students, comparing and considering different use of space to enhance students’ active roles hypothesis to find the best solutions for our and engagement, fostering inclusion and learning scenario, in order to accomplish the different learning styles. task, improving self-regulation and active contributions, taking into account the suitable I think learning spaces have a crucial role in the environments. learning process and need to be considered when designing the learning paths. It is important to consider which learning spaces can be useful to support the achievement of the learning goals and related key competences, also taking into account emotional learning and students' creativity to improve motivation, self-esteem, collaboration, pro-action. We use different trends, among them: Project Based Learning, Collaborative Learning, Outdoor Learning, Debate. Taking part in Erasmus+ and eTwinning projects, students often work in groups with different tasks, so we try to adapt our school rooms, corridors, green areas for a better use. considering real or virtual spaces

Visibility of eTwinning Projects Group July 2022 Newsletter We invited pupils to look at our spaces with spaces or adapt them to develop our project different eyes, fostering their collaboration in steps?” We called it “Co-transformation Plan the choice of the learning environments, for work process and related space design”. offering each of them opportunities to contribute to the project’s development, to 1st step-DREAM - Students reflected on the facilitate the achievement of our present goal. topic of presenting our town inside the story, according to the project requirements. We made use of “I LIKE—I’D LIKE—WHAT IF” Pupils were involved in “Think-pair-share” focusing on possible spaces for our project activity to brainstorm ideas (Students reflect development and students went on exploring individually: then work in pairs sharing the inside and outside school areas, making reflections and finding a consensus; finally all some drawings, sketches, prototypes. the outcomes are shared and discussed in plenary) They chose the outdoor green area for the starting step. For our learning scenario, aimed at the eBook 2nd step-EXPLORE -Pupils researched BIG creation, we chose to follow the Project Based QUESTIONS “What significant monuments and Learning (PBL) WHEEL, in order to match the 7 places can be shown to present our town? phases of the process (Dream, Explore, Map, Where can we put the missing piece of a Make, Ask, Remake, Show) to the related puzzle? What characters should we insert?” Learning Spaces. They used tablets, books, town maps, working in the school library, then took materials and Here’s our working path to reach our goal: tools outside the school, making group works contribute to a collaborative online story using around the outdoor tables in the green areas. Story jumper for a final product to be shared in our eTwinning project. Our related Driving Question was: “How can we transform school

Visibility of eTwinning Projects Group July 2022 Newsletter 4th step- MAKE- Students create their story pages (one for each group) in Storyjumper, writing texts, adding pics, recording their voices, so making use of the tool features. The learning places were set in group of tables with laptops or tablets (one for group) in two different rooms and in the ICT room for voice recording. 3rd step-MAP- Students selected resources and made mind maps concerning our historical /local background and the places or monuments to present. Teachers proposed CLIL activities, integrating Content and Language, for the scaffolding of vocabulary and chunks. Pupils selected different spaces implementing this step: corridor in front of the classroom, ICT lab, classroom corners, campfires—to discuss and share decisions. Virtual space was also considered.

Visibility of eTwinning Projects Group July 2022 Newsletter 5th step-ASK- Peers and teachers reviewed the 7th step-SHOW - This final phase considered a groups work. Each group shared their virtual show for the project partners. The outcomes and process, motivating choices, collaborative eBook, made by all the expressing strengths and weaknesses of their participant schools, was published in the work in progress. Peers and teachers made TwinSpace of the project and shared in an observations or suggested changes. This online meeting (Virtual environment): phase took place in the classroom, making use https://www.storyjumper.com/book/read/1225 of the whiteboard. The group members faced 00152/61f2758a83a09 peers when explaining their pages. Peers stood or sat. Students also planned a presentation to parents, headteacher, other classes, in the school meeting room, with a whiteboard and chairs for the audience, where they could show the eBook and explain their process, choices, use of spaces, opening to questions and answers. 6thstep-REMAKE - The groups came back to the “make phase” for adjustments, with the same asset (Group of tables with laptops in two different rooms or in the ICT room for voice recording). We found this path effective for peer and group assessment, also to learn from errors, make good use of mistakes and improve resilience in facing challenges. Overall, we observed that students were proud of their project management and outcomes. They felt

Visibility of eTwinning Projects Group July 2022 Newsletter protagonists and, what’s better, working in the basis of the school needs, introducing different learning spaces, they improved innovations and contributing to collaborative organisational skills and time management. actions oriented to the school continuous improvement. At a school level, co-transforming spaces is an effective way to foster innovative teaching and shared practices, supporting new teaching methodologies, as the one we experienced in co-teaching at interdisciplinary level, integrating History, Geography, Art, English, ICT in a CLIL approach inside the eTwinning project framework. The eTwinning project became a training field Marisa Badini is an Erasmus School Ambassador for Emilia with positive impact on other activities and Romagna region, in Italy. She is a passionate eTwinner, generally on the students’ self-regulation in winner of the 2020 Label of European Languages, a carrying out different group activities or European and a national eTwinning prize and different organising their break times. The path had Quality Labels. She is an ELF teacher and an Erasmus+ positive effects on Inclusion and a better projects coordinator; now also a trainer and counsellor involvement of students from different for international education and CLIL. She was a member countries, as the informal context and the of “eTwinning School Monitoring and Development pupils’ engagement improved motivation and Activity” 2019/2020, by eTwinning Europe, representing everyone’s active participation. Moreover, this Ottavo Circolo Piacenza, Italy. She was a coach during the innovative approach supported the eTwinning Weeks 2021 and a member of the School development of students’ communicative and Education Gateway Pilot Group 2021/2022 for school online digital skills, as the principal highlighted, professional development. congratulating for the successful outcomes. About co-designing spaces we can say that there is no perfect “one-size-fits-all” learning space. The space is deeply related to the process and the pedagogical scenario: what fits for a path can be inadequate for another. The focus on spaces supports an active learning plan aimed at the key competences teachers want their students to develop. Attending the eTwinning online training in a group of teachers was beneficial, offering opportunities to share ideas and activities on

Visibility of eTwinning Projects Group July 2022 Newsletter The eTwinning teamwork, research on the subject, Project \"If I Were ...\" brainstorming, creating imaginary stories, by Lăcrimioara using Google applications, case study, Săbăreanu independent observation, problematization. The eTwinning project \"If I Were ...\" aims to During the activities, the students used their enter the wonderful world of imagination. The laptops or mobile phones both in class and at students tried, for a moment, to be what they home, to make the project products or to are not, but they want to. They imagined follow the activity of the other partners. themselves to be a plant, an animal or a color and worked in mixed, transnational teams, During the project activities, the students took which contributed to the deepening of photos and printscreens / screenshots. Later, knowledge and the stimulation of creativity. they arranged it to create collages and videos through applications: Pixiz, Tree Frame, The project team consisted of 20 teachers and PhotoCollage, Canva, PicsArt, PhotoLab, 166 students from 4 countries, namely: VivaVideo, iShot, Power Director, Phinish, Photo Romania, Turkey, Bulgaria and Italy. Frame, Photo Lab. They also made collections, using various applications, such as Behance or The activities within the project were Wakelet. collaborative, and each partner in the project performed their work tasks. The activity in As a founder, we used collaborative TwinSpace took place in optimal conditions applications in making final products, such as: and was stimulating. The appreciations of the Book Creator, Story Jumper, OurBoox, Google partners represented important advantages in Forms, Google Docs, Wakelet, Genially, Canva, the completion of the work tasks. The Quizizz, Padlet. students collaborated in all stages of the project, from beginning to end. During the The project workshops were integrated into project, we used didactic methods, innovative the curriculum, especially in Biology classes. in accordance with the project theme, namely For a start, the students imagined that they were a plant or an animal, trying to find similarities between them and the chosen creatures and wrote questions about them for the collaborative game. Their creations were included in a collaborative e-book entitled \"If I Were ...\", with 2 volumes: \"If I Were a Plant ...\" and \"If I Were an Animal ...\". Working in pairs, students wrote 2 questions each from the imaginary stories of the team partner for the Kahoot game and vice versa. The collaborative game, made on the Kahoot platform was played during the online meeting on March 22, 2222.

Visibility of eTwinning Projects Group July 2022 Newsletter The “Iffy's Story” activity contributed to the courses, thanks to the activities we carried out development of students' creativity and every month. imagination. Divided into mixed teams, transnational students wrote a collaborative Learning through play is an important means story in Zumpad, a story they represented in of intellectual education, which develops the drawings and comics. They chose for Iffy, the child's creative ability. Through the didactic imaginary character of the story, a poster, a games introduced in different moments of the slogan and made a presentation with his best lesson, an active learning is achieved, giving a friends. dynamic role to intuition and imagination. The The rainbow has been and will always be teacher's role is only to coordinate, to magical. His magic was the subject of the last encourage students to freely express their activity of the project. Divided into mixed, opinions, to listen to the opinions of transnational teams, the students deepened colleagues and last but not least to learn from their knowledge about the colours in the life their own mistakes. of plants and animals on Earth, as well as about their significance and made a All the final products of the project were made collaborative e-book, entitled \"RAINBOW'S together with the students, who worked in MAGIC\". The students also created a Wakelet mixed, transnational teams and showed a lot collection with photos and drawings, which of creativity and inspiration. Due to the capture the magic of natural colours. pandemic caused by COVID-19, some activities took place online, on the Classroom or by The students also did activities for the sending work tasks to the WhatsApp group of European Day of Languages, Code Week and the class, where we also received feedback SID. from students. Last but not least, the workshops were The project had a positive impact on students, integrated in English, Romanian, counselling as it stimulated students' creativity. By and personal development, art education and participating in this project, students used the ICT classes, as they contribute to the smartphone in a positive way. Students also formation of communication, collaboration, made significant contributions to their future artistic, research and technology skills. Thus, educational lives, acquiring language skills, we managed to make our project a part of our digital media skills and the conscious and safe use of the Internet. For me as a founding teacher, this project has contributed to the improvement of IT skills, by integrating new Web 2.0 tools in biology lessons, tools that aim at understanding, capturing attention and active involvement of students in the educational process. This project also contributed to the improvement of communication skills in a

Visibility of eTwinning Projects Group July 2022 Newsletter foreign language, due to the conversations Last but not least, I made sure that my held with the project partners, especially students actively participate in all project during the webinars. activities. Images from the activities and products made by my students are visible in the Wakelet collection (https://wke.lt/w/s/cOvwZS). The activity carried out within the project is made available to the general public via eTwinning Live: https://live.etwinning.net/projects/project/3107 03. The products obtained during the project In conclusion, I believe that the project has (videos, brochures, collections, e-books) are had a positive impact on students, used as documents in the classes of biology, contributing to the acquisition and deepening Romanian language, ICT, plastic education, of effective English practice strategies, by English and counselling and personal using innovative methods and Web 2.0 tools development, as examples of good practice with teammates and students in partner and can be viewed by accessing the link: countries. https://view.genial.ly/6268e51347413400183a0 c1a/interactive-image-if-i-were-project-our- Lăcrimioara Săbăreanu is a Biology teacher and collaborative-products. educational advisor at the “George Călinescu” Secondary School in Onești, Romania (an eTwinning The dissemination of activities and final School). She is an eTwinning Ambassador and the products took place on the school website, on winner of numerous national and European prizes in the the project blog last three years. (https://ifiwere2021.blogspot.com/), on the networks of such as: EBA, iTeach, Edmodo, Classroom or in the local press. Together with Yovka Zhecheva, the co-founder of the project, we ensured the smooth running of the project and provided support to novice teachers whenever necessary. I created the project pages and their activities, I made tutorials, I informed the partners of the project activities every month, through Twinmail, I organized and moderated the webinars, I organized events within the project on the occasion of Code Week and Safer Internet Day and I provided feed -back.

Visibility of eTwinning Projects Group July 2022 Newsletter ‘eTwinning Supports projects and created new projects to show their support. They communicated, Ukraine: Community- collaborated, got inspired by the strength of the Ukrainian people and united their voice to Driven Solidarity show their support in many meaningful ways. Activities’ The group is a reference point for eTwinners to offer emotional/psycho-social support to eTwinning Group the Ukrainian students and teachers, with solidarity activities and messages of support. by Sophia Kouzouli Our solidarity pledge ”Education is the most powerful weapon A multilingual solidarity word cloud is being which you can use to change the world.” created with the word solidarity and any other words/ideas associated with the notion of Nelson Mandela solidarity: It has been six months since the Russian invasion in Ukraine on February 24th 2022, Solidarity messages for Ukraine which caused a huge impact on the country’s As soon as the group was created, schools people. The devastating consequences of the uploaded their messages of solidarity on a absence of peace and the far-reaching effects Twinboard: of conflict have made people all over the world worried and grieved. eTwinning, being a community of teachers who advocate for human values, teach citizenship values, and collaborate to promote active participation among Europeans, positive change, innovation and creativity, responded promptly with solidarity (eTwinning, 2022, March 17). The “eTwinning Supports Ukraine: community-driven solidarity activities” group, a grassroots group, was launched on March 31st, to help eTwinners share and coordinate community-driven solidarity activities. The initiative relies on the motivation of teachers to take part and demonstrate collective actions to show emotional support and highlight our shared values of freedom, democracy, resilience and empathy (eTwinning, 2022, June 21). eTwinners integrated their actions in their eTwinning

Visibility of eTwinning Projects Group July 2022 Newsletter Our warmest Easter wishes for Ukraine During Easter a padlet full of Easter cards and Easter eggs to honour the Easter traditions of ‘pysanka’ was created by eTwinners around Europe: eTwinning Day-Europe Day Acts of solidarity in Europe and Worldwide On eTwinning Day and the anniversary of On this page Ukrainian teachers and eTwinners 'Schuman declaration' which set out an idea from all over Europe add updates about Acts of for a new form of cooperation in Europe that solidarity in Europe and Worldwide. would make war between Europe's nations unthinkable, in a padlet, teachers shared the Peace Protest activities they had designed to celebrate the In this section teachers can add the activities day while declaring their solidarity with they have done with their students all these colleagues and teachers from Ukraine, past months in a wakelet to show their messages they wrote and recorded, drawings solidarity with Ukraine and inspire our and a lot more: partners. \"Dear friends\": Letters and cards for Ukrainian European Helping Hands to Young Ukrainians students and teachers For the start of the school year, a colleague In June, thinking about Ukrainian students from Ukraine, Valentyna Gatalska, asked who had fled their country and students who eTwinners to share the experience in teaching had stayed in Ukraine and tried to continue Ukrainian school children and what kind of their education, student eTwinners, with the help they need to involve Ukrainian school help of their teachers, wrote letters addressed children in their school if they continue to host to Ukrainian students and teachers: them. The group is also a reference point for Ukrainian refugees with their country and their compatriots in other countries, with an integrated keep in touch map for Ukrainian student refugees and teachers hosting them. The map was created in order to facilitate the exchange of experiences and information on supporting the integration of young Ukrainian refugees into the education systems of the member states Keep in touch map for Ukrainian student refugees and teachers hosting them Teachers pin their mark on the map, and share the location of the school and the number of

Visibility of eTwinning Projects Group July 2022 Newsletter the refugee students there are in their schools. that the war in Ukraine will soon end, we In the forum, teachers from schools in continue through our collaborative school receiving countries share their thoughts from projects with our students to promote their experience. tolerance, respect, multiculturalism and democracy, question information and compare Additionally, in the group, there are pages sources, show solidarity with all those affected offering information and news updates. There by violence and war, and offer our support. is a page with a number of articles and resources containing information about References education in Ukraine, a page with some Espinoza, J. (2022, July 21). Mariya Gabriel: educational resources to support quality “How the EU is helping preserve Ukrainian education for all students under these adverse culture during the war”. Financial Times. conditions, and to support teachers and Retrieved September 7th, 2022, from students from Ukraine, encouraging the https://www.ft.com/content/3b7a497f-80ac- sharing of good practices in welcoming and 4ae0-ac82-ad195213d0ad hosting Ukrainian refugees. eTwinning (2022, March 17). eTwinning There is also an ongoing open dialogue for supports Ukrainian teachers and students. proposals and actions where the network of Retrieved September 7th, 2022, from collaborating teachers suggest initiatives and https://www.etwinning.net/en/pub/newsroom/ ideas to show solidarity, inspire members to highlights/-etwinning-supports-ukrainian-.htm participate, and enable collective actions. What’s more, among the material shared in eTwinning (2022, June 21). eTwinning supports the group, members are encouraged to share Ukraine: community-driven solidarity activities. news of relief and hope for our Ukrainian Retrieved September 7th, 2022, from friends from initiatives taking place in their https://www.etwinning.net/en/pub/newsroom/ countries. highlights/etwinning-supports-ukraine.htm Mariya Gabriel (2022), the European Sophia Kouzouli is an English Teacher and an eTwinning Commissioner for Innovation, Research, Ambassador. She has coordinated a number of Culture, Education and Youth, has declared multilateral European school projects. She is also a that culture can be a powerful means for teacher trainer and a blogger. peace too, giving inspiration and motivation in hard moments. Thus, sustaining our hopes

Visibility of eTwinning Projects Group July 2022 Newsletter Erasmus+ Project in First we watched a show prepared by first grade students and, as a present, we each received Slovenia, 2022 some magazines about Slovenia along with a small souvenir. After two ninth graders showed by Monica Maria us their school, we gathered in a classroom where we learned more about Slovenia and Oancea their traditions. Erasmus+ projects have been offering us the We also played a short film prepared by us in opportunity to learn and experiment in the advance, in which we presented some beautiful open space of Europe for many years. Since things from Romania, Sibiu and our school. 2007, groups of students and teachers at my After the meeting, we were invited to the school have been involved in many eTwinning school canteen, where they served us a delicious projects with partners from all around Europe, lunch that normally all the students in that and beyond. school would have. At the end of the day, we returned to Ljubljana and visited a little part of Every year our school is involved in cultural, the city centre. health, anti-bullying, sport and ecological programmes and our students often receive prizes and acknowledgement. Students have thus had the chance to enhance their knowledge of language and culture; they developed their transnational cooperation skills, and they became more independent and more able to take initiatives in the European space. I asked one of my students, a tenth grader, Beatrice Cristea, to present in a brief text her experience this year. Here is what she chose to share: “Between the 15th and the 20th of May of 2022, I participated in the Erasmus+ project, an exchange of experience at a school in Slovenia, Preska, in a small town called Medvode, not far from Ljubljana, the capital. We left Sibiu on a Sunday evening, a group of 10 students accompanied by two teachers. After we arrived in Ljubljana, we went to Medvode. There, we were welcomed with warmth.

Visibility of eTwinning Projects Group July 2022 Newsletter On the next day, accompanied by a group of On Thursday, we attended their \"Open days\" students from Medvode, we visited the school event, where younger students prepared Technical Museum in Bistra, where we found out shows for us and exchanged clothes, games and interesting stories about Nikola Tesla’s life. books for much needed objects; meanwhile, the older students sold home-made pancakes and hotdogs. At the end of the day, we said goodbye with a heavy heart, hoping that some day we will see the Slovenian students again.“ It was an interesting experience! I even entered It was an extremely pleasant week, where we the Faraday Cage, an enclosure used to block visited new places, learned a lot about electromagnetic fields! Slovenia's educational system and culture. We made some good friends and great quality Afterwards, we went to see Marshal Tito’s memories. I am happy to share our experience collection of cars. in the pages of this prestigious eTwinning newsletter, because it all started with After visiting the museum, we went to Postojna, eTwinning! where we came upon one of the biggest caves in Europe; here we saw the well-known \"little dragons”, a unique type of salamanders found in this large world. Monica Maria Oancea is a teacher of Computer Science and ICT at Colegiul Național Gheorghe Lazăr in Sibiu, Romania. She is a member of various educational committees, a certified mentor, an Oracle Academy tutor, and an ECDL (European Computer Driving Licence) and IC3 (Internet and Computing Core Certification) trainer.

Visibility of eTwinning Projects Group July 2022 Newsletter Projects of Primary friends in Slovakia personally in autumn 2021, but it was impossible due to the pandemic of School in Přimda Corona virus. The members of the project also prepared (Czech Republic) some project days for other pupils of our school to share their experiences. by Jana Anděl The outputs of our project are: title of the project created of herbs Valečková (https://www.youtube.com/watch?v=3htf3JIbK 7A), The Primary school in Přimda participated in two eTwinning and two Erasmus+ projects in our common e-book Book of creative ideas the school year 2021 – 22. (https://www.calameo.com/read/00600178363 d1f83482e6), World of herbs (Svet byliniek) video Colourful Days (https://www.youtube.com/watch?v=7q45IaEb The project “World of herbs” was realized by OAQ), two Czech and two Slovak schools. In this memory games project, pupils from upper stage in the Czech (http://www.pexeso.net/en/pairs/4DGZR, Republic (11 - 14 years old) cooperated with http://www.pexeso.net/en/pairs/YJRG5, pupils from lower stage from Slovakia (7 - 10 https://www.pexeso.net/en/pairs/J0C4G), years old) and with pupils with special needs. herbarium We realized this project with our partners from (https://docs.google.com/presentation/d/e/2P our previous project “If the Earth can’t breathe it calls a helper”. The topic of the project were plants and herbs around us. Pupils learnt to know the herbs, to use them in the kitchen, in natural healing, in art, in ICT etc. Our partners from Slovakia worked in their school garden. Unfortunately, we don’t have any, but the project was a big inspiration for us to build a school garden too. Pupils have created different decorations from plants (especially from lavender), prepared some meals (like pesto, spreads etc.). They usually worked in groups, prepared different tasks for their partners, fulfilled their tasks and also evaluated them. We celebrated Christmas, Safer Internet Day, World Water Day or Earth Day together. We met our partners thanks to videoconferences. We also wanted to visit our

Visibility of eTwinning Projects Group July 2022 Newsletter ACX-1vTntmwh92kFCzopTfiRd- CLIL across the borders – enjoy and learn zdBzzqLcnhN9Q59R- 71F4m3rQf4mhCnrvWgr9zwZrYhMAe7MOGNP This is an Erasmus+ project realized by four 5Iuf- Slavic countries: Czech Republic, Poland, a/pub?start=false&loop=false&delayms=5000 Serbia and Slovakia. The communication &slide=id.g126a8d2ed5d_0_105) language of the project was English, but we and video about all the project activities also used our native languages. This project (https://www.youtube.com/watch?v=b_ifYcFg- started in 2019 and should be finished in 2021, zk&t=5s). but it was prolonged due to the pandemic of Corona virus and will be finished in August Traditions (Tradície/Tradice/Tradycje) 2022. This project was created during the Slavic The aim of the project was to use the CLIL contact seminar in Brno. It was realized by two method in 12 different school subjects: Czech (ZŠ Přimda and Mateřská škola, základní Geography, Chemistry, ICT, History, Maths, škola a střední škola Daneta, s.r.o.), two Polish Biology, Sport, Manual training, Art, Physics, (Publiczna Szkoła Podstawowa w Starych Music, National languages and literature. Each Budkowicach and Szkoła Podstawowa z school was responsible for three subjects: Oddziałami Integracyjnymi nr 41 im. Żołnierzy Czech school for History, Manual training, Armii Krajowej Grupy Bojowej KRYBAR w Languages and literature; Polish school for ICT, Warszawie) and one Slovak school (ZŠ Dolné Sport and Music; Serbian school for Biology, Kočkovce). Physics and Chemistry; Slovak school for Maths, Art and Geography. Pupils prepared The aim of the project was to learn about different tasks from particular subjects for traditions of three neighbouring Slavic their partners. They created brochures and countries. The communication languages were videos with instructions how to do the our native languages - Czech, Polish and experiments, how to create different Slovak. decorations etc. They also created a common CLIL dictionary for these 12 subjects. The Members of the project were pupils from both levels of primary schools and also pupils with special needs. They created different games and tasks for their partners, they participated in the project “A year in a village” realized by the Museum of Bohemian Forest in Tachov, they celebrated Christmas, Easter and eTwinning Day together and many more. Our common output is an e-book with Slavic legends and Gods (https://www.storyjumper.com/book/showfra me/99492236/Legenda-o-Lechu-Czechu-i- Rusie-i-nie-tylko#page/1).

Visibility of eTwinning Projects Group July 2022 Newsletter brochures, the CLIL dictionary and the videos Education for future are outputs of the project. In 2019, the Primary school in Mielżyn in We also realized 4 international learning Poland (Zespół Szkolno-Przedszkolny w activities: in December 2019 in Slovakia, in Mielżynie) started its Erasmus+ project called autumn 2021 in Poland, in spring 2022 in Serbia \"Von Güterschaft bis Bitcoin - der Handel rollt and in June 2022 in the Czech Republic. The weiter - From Barter to Bitcoin - The wheel particular activities are summarized in the trade is going on - Od Barteru do Bitcoina - video about our project: Handel Kołem się Toczy\". Other members of https://www.youtube.com/watch?v=FUh9F9Iq the project were 12 Γυμνάσιο Αχαρνών in F94. Greece, СУ \"Христо Ботев\" Враца in Bulgaria, IES Las Maretas from Lanzarote in Spain. The aim of the project was trade and its history and its development. Pupils learnt about different crafts, about the trade and they were prepared for their future job. Primary school of Přimda was only an eTwinning member of this project, so its pupils participated only in the online activities. Education for future was a short-term Erasmus+ project that allowed the pupils from Přimda to participate in the learning activity of the project \"Von Güterschaft bis Bitcoin - der Handel rollt weiter - From Barter to Bitcoin - The wheel trade is going on - Od Barteru do Bitcoina - Handel Kołem się Toczy\" that took place in Mielżyn in Poland in May 2022. It was a great experience for them because they met new friends from Poland, Spain, Bulgaria and Greece and they learnt a lot. They participated in the workshops at school where they cooperated in international teams and created their own goods and sold them in a “market”. They also learnt how to bake traditional gingerbread or croissants, make a chocolate, they learnt about the medieval trade, they tried to create their own pottery and so on. This project was our first experience with a short-term Erasmus+ project. This kind of project allowed us to change our role of

Visibility of eTwinning Projects Group July 2022 Newsletter eTwinning partners to “normal” Erasmus+ Learning by Applying partners and meet our friends from Poland, Bulgaria, Spain and Greece personally. the C.L.I.L. Method Jana Anděl Valečková is a Czech, English, German and by Marinela Pantea History teacher at the Primary school in Přimda, Czech Republic. She has been active in eTwinning since 2010, The international eTwinning projects also and she is an eTwinning ambassador. addressed the issue of improving the teaching environment by applying methods and means to determine a comfortable learning environment for students. The C.L.I.L. - CONTENT AND LANGUAGE INTEGRATED LEARNING, which is a teaching method by which the content of lessons is taught in a foreign language, even encouraging its learning. Expected results: * Students' tendency to use a foreign language. * The value of respecting differences, gained through intercultural interaction. * Acquisition of technological competence skills. The main objectives of the project were, first and foremost, the application of the CLIL method, cooperative learning, learning other cultures and social values by both students and teachers, plus the use of digital tools. Integrated learning of content and languages (C.L.I.L.) has been a valuable development in basic lifelong learning skills. As part of the international eTwinning project \"Teaching Music with CLIL\", we collaborated with English to design music lessons and we prepared programs for us students between the ages of 7 and 11 to learn a foreign language. For example, in the music lesson, \"He could use our body rhythm as an instrument,\" I and

Visibility of eTwinning Projects Group July 2022 Newsletter other participants said the names of our body physical and mental and mental and an aid to parts. socialization in more recent times. little \"sociable\", both physically and online, and this We created a connection between several emerges from our final product, the digital useful key skills and we worked in a small book. (”Teaching Music with CLIL” - group, synchronously and asynchronously, we international project eTwinning) prepared acrostically in the team, but we also worked individually on colors and counters. In this book were inserted all the materials We made teams for the lyrics of the song with worked by the coordinating professor and by the theme of healthy lifestyle and we applied me and my colleagues participating in the individually to create avatars, posters and project, as well as links to various social logos. networks in which I worked, all to encourage INTERCULTURALITY within the project. Educational objectives and pedagogical approaches: 1. With the help of CLIL, we found a comfortable learning environment and could offer a variety of products using our imagination. 2.Students worked in cooperation with their peers from different countries achieved technology-supported gains by using web 2.0 tools. 3. Students made their own products which increased their motivation. 4. Both teachers and students learned other cultures and social values (cooperative learning). We established routines and norms, built a community and applied an engaging learning experience, communication, research, brainstorming, learning through discovery and practice, experimenting with new tasks, observation and method of interdisciplinary actions with the intersection of several fields: music, dancing, foreign language. Of course, fortunately, with the help of the CLIL method we managed to create a comfortable learning environment for participating students, and I mean an opportunity to practice healthy activity, both

Visibility of eTwinning Projects Group July 2022 Newsletter In November we made MARACAS which are chestnut-like objects, building them from different materials. We also participated in ORFF activities, called ORFF ADAM in which we correlated motor activity and physical education with musical rhythm, even attending performances with guitar as a musical background and using objects such as wooden spoons, straw, balls, plastic cups, rice grains, beans and more. The project started in September, meeting us online with the help of the ZOOM application and communicating in the Forum and online. We made posters, logos, logos and even organized a logo contest in which, fortunately for us, the logo made by the team of Jean Monnet Theoretical High School was the winner of our project. We also learned English counting through music and motor activities and, of course, we celebrated International Children's Rights Day on November 20, creating themed posters and posters. In October, we learned, on a musical background, body parts and colors in English, continuing to communicate in the Forum, but also online, in the Chatroom.

Visibility of eTwinning Projects Group July 2022 Newsletter In December, teamwork was encouraged through ACROSTIH activities, where each student contributed a verse to achieve acrostic on behalf of our project, and RAP SONG, with the theme \"Healthy Eating!\", With lyrics written by the team Jean Monnet and played by our student, Mary Lou (RAP in DECEMBER - video).

Visibility of eTwinning Projects Group July 2022 Newsletter In January we learned the weather and And, in February, being the last month of our weather forecasts on the background and project, we conducted and completed opinion musical rhythm, but also by association with polls on the activity of the project for both gestures and movements, as well as by children and parents. The digital tools had a drawing. great importance in the project, bringing of course new novelties to the participating students. These digital tools include Google Slides, Viva Video, Filmigo, Emaze, Canva, Jamboard, Avaton Maker and many more. All activities within the project were shared on social networks, websites and groups of participating schools. Through this project new ways of teaching were discovered, contact was made with new teaching aids, the CLIL method being extremely efficient, I fully feel this aspect through direct action on me: I saw that it can be taught by combining methods modern with the traditional ones, but also by modern independent methods. The connection between the disciplines through music, English, computer science and T.I.C., physical education, plastic education and entrepreneurial education encourages both transdisciplinarity and interdisciplinarity. Interactive methods, modern ones, such as the C.L.I.L. method, are very useful in our lessons, regardless of the discipline, and the resulting advantages are on reaching the 4C -development of critical thinking -communication -working -creativity, by creating avatars, personal presentation, preparing the logo, a logo with which we won the internal contest for its realization and final design, introducing its own avatar in the paddle, completing short video questionnaires, a few seconds, in which children punctuates the melodic rhythm with different gestures, during the naming of some body segments in English, (eg “palms” HANDS

Visibility of eTwinning Projects Group July 2022 Newsletter - claps 3 times, “knees” KNEES - claps or Funny Bunny punches on the knees, “fingers” FINGERS - clench your fingers 3 times, \"feet\" FEET - Connects Friends alternately kicks 3 times). by Marie Krčmářová, Of course, they are joined by this advantage of the C.L.I.L. method, as an interactive method, Irena Raykova and and increasing the effectiveness of lessons, stimulating students' curiosity and interest, Renata Večerková the desire to know more about the reality of the subjects they face, and the development The collaboration between 137th High School of imagination and desire to act, to organize, “Angel Kanchev “, Sofia, Bulgaria and to lead various school or extracurricular Elementary school Komenského náměstí 440 activities and recognize the positive impact of in Kroměříž, Czech Republic started seven the content of this project. years ago with a project focusing on celebrating Easter in various European Bibliography: countries. Since then, we have done six more 1) https://twinspace.etwinning.net/123903 high quality eTwinning projects that have been /home awarded with NQLs, EQLs, national awards 2) ebook ”Teaching Music with CLIL” - and European awards. proiect international eTwinning, prof.Marinela Pantea, April 2022 Our latest short-term project returns to the 3) Prezentare Power Point - Teaching first topic which we started our successful Music with CLIL – competition „Made collaboration with – Easter. for Europe”, national phase, authors: Pantea Marinela and Colica Maria Luana FUNNY BUNNY was a project aimed at very young learners to interface English, new Marinela Pantea teaches at High School Jean Monnet in culture, ICT skills and Easter traditions. This Bucharest. What interests her the most is innovation short-term project brought collaboration, and and creativity, which help attract their interest in what got 21st century skills and social competences can help them progress. Physical movement and into progress. Funny Bunny was also the name knowing the benefits of motor activities helps them of the Easter Bunny which prepared an form their own selves. Her knowledge, curiosity, and entertaining game Easter Egg Hunt with eight interdisciplinarity can be satisfied with this platform of language, cultural and creative tasks for the activities. She likes sworking with children, and her little eTwinners. Each of the tasks was a little strong experience with her students for 24 years makes challenge for them. If they managed to do the her move forward, sharing such educational activities as task, they got an Easter Egg in their Easter the eTwinning platform. basket. Children and teachers celebrated Easter together and learned to respect diversity, at the same time we raised awareness of belonging to one EU community. Moreover, the project was fun and enjoyable.

Visibility of eTwinning Projects Group July 2022 Newsletter Target group: children from the 1st and 2nd awareness of similarities and differences grade. between Easter traditions in both countries. 3. Digital skills: e-safety and Netiquette Aims: Developing sociocultural and awareness, responsibility to use the Internet, multicultural competence, communicative digital citizenship; skills to use autonomously skills and an introduction to eTwinning, as well Web-2 tools. as focus on e-safety, Netiquette, different Students use the following online tools and traditions and soft skills. applications: Padlet, Google Forms, PowerPoint, Popplet, Vocaroo, QR-code Specific Educational Objectives: to learn about reader, Learning apps, Canva and Jigsaw Easter traditions in our country and in other Planet. The pupils are to get to know European countries; to build a sense of TwinSpace. belonging to European community; to develop 5. Cognitive skills: problem solving skills, students’ creativity; to apply multidisciplinary remembering, analysing, evaluating, creating, approach in learning and developing students’ decision-making. life-long learning skills; to improve students’ 6. Lifelong learning skills: concentration, ability digital skills in working with online tools; to to focus, remembering, gathering and build skills for safe and responsible use of the connecting pieces of information; skills for Internet; to develop teamwork skills: self-evaluation and self-awareness. communication, time management, problem- 7. The 4Cs = Critical thinking, communication, solving, listening, critical thinking, collaboration and creativity. collaboration, shared leadership. Funny Bunny, the central character of our project, guided the little eTwinners through Expected results: developed 21st century skills the Easter Egg Hunt game and challenged such as social, intercultural, digital, civic skills, them with particular activities. He gradually creativity and collaboration with the outcomes challenged them with eight tasks. To get an of the following: collaborative videos about Easter Egg, children had to fulfil the task, our countries, e-safety poster, Easter tree collaborate with their classmates or with their online posters, collaborative presentation project partners. Then, they could add one egg about Easter traditions, online art galleries and for each task to their Easter basket. a multilingual Easter dictionary ebook and a calendar. The First Egg challenge revealed the introductory task. Students drew their Key competences: portraits and uploaded them with their name 1. Communication in mother tongue and in a on a Padlet wall. It was great fun to compare foreign language: motivation to learn foreign the drawings with the partners’ real looks languages, developing listening, speaking and during a video conference. Children also understanding skills. Students can greet one thought about what they would like to know another, introduce themselves and learn about the partner school and their country. Easter vocabulary. They recorded their questions and answered 2. Social and civic competences: skills to work the partners’ ones. All the questions were in teams, respect other pupils’ point of view, joined together with the answers to create

Visibility of eTwinning Projects Group July 2022 Newsletter two collaborative videos as an outcome of the described their traditions. During a video activity. conference, students compared the Easter traditions in Bulgaria and the Czech Republic The project focused on developing digital and completed a collaborative presentation skills, as well. Therefore, the Second Egg about the similarities and differences between Challenge aimed at e-safety. Students watched our traditions. videos, discussed the importance of keeping the rules, how to be safe and how to behave Sending Easter cards to our partners was the online. They formulated the project e-safety Sixth Egg challenge. Students could choose and netiquette rules. They learnt about safe what kind of material they wanted to use to search engines for kids. create the cards – paper, recycled materials or any unusual materials. They tried hard The Third Egg challenge was to create the especially when writing the Easter wishes in project logo together. Children voted for English. Another part of the activity was to Funny Bunny’s colour and chose red as the prepare a challenging task for the partners to best one. Then each team coloured the solve. The Bulgarian team made two Easter particular part of the colouring page with the egg puzzles, which were not very easy to do. Bunny and the project logo was created. The Czech team prepared two Maths tasks. Children were happy when they opened the parcel with the cards and challenges from their partners. They were really beautiful. Easter eggs can be decorated online was the The Seventh Egg challenge was also creative. fact that students found out in the Fourth Egg In order to get the penultimate egg, students challenge. They worked on tablets and had to draw or paint a picture. They worked in laptops, and used various online tools to international Teams according to the topic create beautiful eggs which were displayed on they could choose. Some children made a Padlet wall. In international Teams, they pictures with Easter topics, others drew or made four posters with Easter trees decorated painted pictures with Spring topics. Then they with the online eggs. In the Fifth Egg challenge Funny Bunny asked children how they celebrate Easter in their country. Students shared photos, videos and

Visibility of eTwinning Projects Group July 2022 Newsletter uploaded their work to a Padlet wall. The developed the children’s competency in all outcome of the activity was two online picture given areas. galleries. In order to help children use ICT tools Little eTwinners learnt a lot about the partner independently, we recorded instructional country, culture and traditions, but they were videos “How to use” for each online tool that interested in their language, too. Therefore, children were expected to use in the project Funny Bunny prepared the Eighth challenge activities - in Czech and in Bulgarian. It helped for them. The task was to create an online students feel more comfortable and more Bulgarian-Czech-English dictionary with Easter confident users of Web tools. We also gave vocabulary. Children chose which words would them the possibility to choose from several be in the dictionary, coloured the pictures and proposed online tools. recorded the words. They also added QR codes to the dictionary. Although the project was short term, we managed to organise many collaborative Each of the eight egg challenges included self- activities and shared online lessons. Our evaluation activities which enabled students to students and we did enjoy working with close find out how well they had managed the and well-known partners. project tasks. The little eTwinners also expressed their feelings and opinions about We found many benefits in short-term projects the particular tasks. and in working with reliable partners: Finally, students and teachers evaluated the ● project activities are carried out fast. project and its activities. This keeps students’ interest on the topic of the project; To evaluate the project, we did scientific research with Pre- and Post - tests. Questions ● we did much work for a short time so in the tests were divided into three sections we could be involved in other and were aimed at examining the degree of productive activities or just have some development of civic, sociocultural and digital more free time; competence. The analysis showed a remarkable increase in the knowledge as it ● a lot of outcomes had been created such as: *Common Video \"Questions - Answers\", Getting to know each other; *e-Safety poster in three languages; *Collaborative Logo; *Four Collaborative Easter posters with Easter trees: *Mind map with Easter symbols; *Easter traditions in Bulgaria and in the Czech Republic “The same or different” collaborative presentation”; *Easter dictionary; *A Calendar 2022 with Easter symbols.

Visibility of eTwinning Projects Group July 2022 Newsletter The dissemination has been developed on The eTwinning local, national and international level in order to provide information about the project, its project \"IF I Were ...\" activities and outcomes, and also to promote eTwinning. Both 137th High School “Angel by Lăcrimioara Kanchev“, Bulgaria and Elementary school Komenského náměstí 440 in Kroměříž, Czech Săbăreanu Republic have been honoured by the title of eTwinning school. Therefore, we decided to The eTwinning project \"If I Were ...\" aims to share our project experience with the enter the wonderful world of imagination. The eTwinning community by organising an online students tried, for a moment, to be what they event and writing this article to inspire other are not, but they want to. They imagined teachers and eTwinners. themselves to be a plant, an animal or a color and worked in mixed, transnational teams, Marie Krčmářová is a Czech and English teacher at which contributed to the deepening of Elementary school Komenského náměstí 440 in Kroměříž, knowledge and the stimulation of creativity. Czech Republic. The project team consisted of 20 teachers and 166 students from 4 countries, namely: Romania, Turkey, Bulgaria and Italy. Irena Raykova is an eTwinning ambassador and a primary The activities within the project were and English teacher at 137th Secondary School “Angel collaborative, and each partner in the project Kanchev” in Sofia, Bulgaria. performed their work tasks. The activity in TwinSpace took place in optimal conditions Renata Večerková is an English teacher at Elementary and was stimulating. The appreciations of the school Komenského náměstí 440 in Kroměříž, Czech partners represented important advantages in Republic. the completion of the work tasks. The students collaborated in all stages of the project, from beginning to end.

Visibility of eTwinning Projects Group July 2022 Newsletter During the project, we used didactic methods, The “Iffy's Story” activity contributed to the innovative in accordance with the project development of students' creativity and theme, namely: teamwork, research on the imagination. Divided into mixed teams, subject, brainstorming, creating imaginary transnational students wrote a collaborative stories, using Google applications, case study, story in Zumpad, a story they represented in independent observation, problematization. drawings and comics. They chose for Iffy, the imaginary character of the story, a poster, a During the activities, the students used their slogan and made a presentation with his best laptops or mobile phones both in class and at friends. home, to make the project products or to follow the activity of the other partners. The rainbow has been and will always be magical. His magic was the subject of the last During the project activities, the students took activity of the project. Divided into mixed, photos and printscreens / screenshots. Later, transnational teams, the students deepened they arranged it to create collages and videos their knowledge about the colours in the life through applications: Pixiz, Tree Frame, of plants and animals on Earth, as well as PhotoCollage, Canva, PicsArt, PhotoLab, about their significance and made a VivaVideo, iShot, Power Director, Phinish, Photo collaborative e-book, entitled \"RAINBOW'S Frame, Photo Lab. They also made collections, MAGIC\". The students also created a Wakelet using applications such as: Behance or Wakelet. collection with photos and drawings, which capture the magic of natural colours. As a founder, we used collaborative applications in making final products, such as: The students also did activities for the Book Creator, Story Jumper, OurBoox, Google European Day of Languages, Code Week and Forms, Google Docs, Wakelet, Genially, Canva, SID. Quizizz, Padlet. Last but not least, the workshops were The project workshops were integrated into integrated in English, Romanian, counselling the curriculum, especially in biology classes. and personal development, art education and For a start, the students imagined that they ICT classes, as they contribute to the were a plant or an animal, trying to find formation of communication, collaboration, similarities between them and the chosen artistic, research and technology skills. Thus, creatures and wrote questions about them for the collaborative game. Their creations were included in a collaborative e-book entitled \"If I Were ...\", with 2 volumes: \"If I Were a Plant ...\" and \"If I Were an Animal ...\". Working in pairs, students wrote 2 questions each from the imaginary stories of the team partner for the Kahoot game and vice versa. The collaborative game, made on the Kahoot platform was played during the online meeting on March 22, 2222.

Visibility of eTwinning Projects Group July 2022 Newsletter we managed to make our project a part of our due to the conversations held with the project courses, thanks to the activities we carried out partners, especially during the webinars. every month. The products obtained during the project Learning through play is an important means (videos, brochures, collections, e-books) are of intellectual education, which develops the used as documents in the classes of biology, child's creative ability. Through the didactic Romanian language, ICT, plastic education, games introduced in different moments of the English and counselling and personal lesson, an active learning is achieved, giving a development, as examples of good practice dynamic role to intuition and imagination. The and can be viewed by accessing the link: teacher's role is only to coordinate, to https://view.genial.ly/6268e51347413400183a0 encourage students to freely express their c1a/interactive-image-if-i-were-project-our- opinions, to listen to the opinions of collaborative-products. colleagues and last but not least to learn from their own mistakes. The dissemination of activities and final products took place on the school website, on All the final products of the project were made the project blog together with the students, who worked in (https://ifiwere2021.blogspot.com/), on the mixed, transnational teams and showed a lot networks of such as: EBA, iTeach, Edmodo, of creativity and inspiration. Due to the Classroom or in the local press. pandemic caused by COVID-19, some activities took place online, on the Classroom or by Together with Yovka Zhecheva, the co-founder sending work tasks to the WhatsApp group of of the project, we ensured the smooth running the class, where we also received feedback of the project and provided support to novice from students. teachers whenever necessary. I created the project pages and their activities, I made The project had a positive impact on students, tutorials, I informed the partners of the project as it stimulated students' creativity. By activities every month, through Twinmail, I participating in this project, students used the organized and moderated the webinars, I smartphone in a positive way. Students also organized events within the project on the made significant contributions to their future occasion of Code Week and Safer Internet Day educational lives, acquiring language skills, and I provided feed -back. digital media skills and the conscious and safe use of the Internet. For me as a founding teacher, this project has contributed to the improvement of IT skills, by integrating new Web 2.0 tools in biology lessons, tools that aim at understanding, capturing attention and active involvement of students in the educational process. This project also contributed to the improvement of communication skills in a foreign language,

Visibility of eTwinning Projects Group July 2022 Newsletter Last but not least, I made sure that my Creativity with Poetry students actively participate in all project by Helga Kraljik and activities. Images from the activities and Ankica Šarić products made by my students are visible in the Wakelet collection (https://wke.lt/w/s/cOvwZS). The activity carried out within the project is made available to the general public via eTwinning Live: https://live.etwinning.net/projects/project/3107 03. In conclusion, I believe that the project has Creativity with poetry is a two-year had a positive impact on students, international eTwinning project contributing to the acquisition and deepening (https://twinspace.etwinning.net/97310/home) of effective English practice strategies, by aimed at promoting multilingualism and using innovative methods and Web 2.0 tools poetry and arts in general. with teammates and students in partner countries. Students and foreign language teachers from Croatia, Lithuania, Poland, Spain and Turkey learned about European cultural and historical heritage by working on their national and their partners’ poetry. Lăcrimioara Săbăreanu is a Biology teacher and educational advisor at the “George Călinescu” Secondary School in Onești, Romania (an eTwinning School). She is an eTwinning Ambassador and the winner of numerous national and European prizes.

Visibility of eTwinning Projects Group July 2022 Newsletter The quality of the project was recognized by It included the video of an exhibition in the the National Agencies and it was awarded five school gallery, online opening ceremony, Our National and five European Quality Labels as poets in other languages eBook, blackout well as National COMET award poetry exhibition, multilingual recitals, various (https://www.canva.com/design/DAE1Ut8zVNo quizzes and puzzles as well as a linoit wall with /I2SxqojVx88FDMt- visitors' feedback. You can also check our BX7QQg/view?website#2:comet-prize-2021-2) international online opening ceremony: for the best project of the year 2021 in the https://youtu.be/xJVH1mnzK8o . category gymnasium (https://youtu.be/dXyD8ldE0VQ). During the project, students translated, wrote, and recited poetry as well as expressed themselves visually, either by using digital tools or by painting and drawing. All the materials that they created were in the end used in online and onsite exhibitions both, national and international. The exhibitions were also organized by students, from writing multilingual opening ceremony speeches, preparing interactive exhibits to contacting the media. This is an example of an online exhibition organized by SŠ Ban Josip Jelačić: https://www.thinglink.com/scene/14461080324 41253889. While working on the project, students were encouraged to use foreign languages they learn in and out of their schools, languages like English, German, Russian, Arabic, Japanese, French, Romanian and Italian along with their mother tongues. One of the first activities in the project, Our poets in other languages, was translating national poets into foreign languages as well as poets from partner countries into our mother tongues. All these translations were turned into digital posters, bookmarks and eBooks which were needed for the planned onsite and online exhibitions: https://www.calameo.com/books/0066030204 ef2e8572deb.

Visibility of eTwinning Projects Group July 2022 Newsletter Besides translating poetry, students also In addition, students recited poems and sang wrote their own poems. There were several songs written by national poets in their activities which encouraged students to mother tongues, English, German and Italian express themselves in different forms. They as well as inaugural poems for the wrote multilingual Christmas poems to wish a inauguration of American presidents. As happy Christmas, haiku was used to write already mentioned, this project combined about love for Valentine's Day and acrostic multilingualism and poetry with art in general. poems were used to express our thanks for Students expressed themselves by painting Thanksgiving and to honor women who and making digital works of art inspired by changed history for Women's Day. All these poets and their poems. They also created poems were put together either into eBooks blackout poetry which they illustrated and (https://www.calameo.com/books/005435212a turned into online exhibitions: a6809a070ba) or online exhibitions https://youtu.be/rLaaw6n0ZSA. (https://youtu.be/rLaaw6n0ZSA). Working on the project, other goals were achieved as well. In addition to developing language skills (the use of languages in authentic situations - translation, international

Visibility of eTwinning Projects Group July 2022 Newsletter communication), students developed ICT and Although poetry might not be the most soft skills. They worked individually translating, popular topic among the students, this reciting, painting, and writing poems. They eTwinning project proved that it can be collaborated in teams and pairs (in their interesting and challenging on an international schools and internationally), developing their level, both to students and teachers. The communication skills while making eBooks, project raised the participants' self-confidence digital exhibitions, and organizing the final in cooperation with international partners and online exhibition opening ceremony. made them aware of their belonging to the Furthermore, students developed their EU's cultural and historical heritage. creativity (writing poems; painting; creating blackout poetry; writing narration for the Helga Kraljik is an English and German teacher at a high exhibition opening ceremony; editing online school in Zaprešić, Croatia. She is an active eTwinner and exhibitions videos), critical thinking (choosing experienced Erasmus+ teacher. She has been awarded the poems, assessment, online safety), time reward for one of the most successful teachers in Croatia management (meeting deadlines) and three times so far. She regularly shares her examples of entrepreneurship (organizing exhibition in good practice and tries to be active in the European schools and online exhibitions; promoting educational area. In her effort to put students in the exhibitions). centre of the teaching process, she often includes eTwinning projects in her work. Hence a number of National and European Quality Labels. Ankica Šarić is an EFL teacher working at high school Ban Josip Jelačić in Zaprešić, Croatia as well as leading the County Council for the teachers of English language in Zagreb County. She also takes active part in Erasmus+ and eTwinning projects. She believes that you are never too old to learn something new and that is why she takes part in online and onsite courses, both national and international, on regular basis. Her main interest lies in innovative teaching methods and teaching real-life skills. Her goal is to motivate her students to take an active part in their learning.

Visibility of eTwinning Projects Group July 2022 Newsletter Improving STEM The main aim of the project is the improvement of STEM education in partner Education across countries, but also at national and European level. The implementation of in-service training European Schools of STEM teachers and the development of STEM mentoring should be on the agenda of by Cristina Nicolăiță all European countries. The innovation of this project is the development of: \"Improving STEM Education across European • Instructional and teaching materials for Schools\" project addresses the need to STEM teachers. develop and adopt new trends in STEM • Virtual STEM Mentoring Scheme. teaching and learning and to use new technologies to support and facilitate this. It is At the institutional level, the project will an eTwinning/ Erasmus plus KA201 project of maximize the impact of internationalization as Strategic Partnership for school education. a process with the potential to further develop https://live.etwinning.net/projects/project/267 and strengthen management structures, 545. international relations, educational services and further develop strategic policies related \"Gheorghe Magheru\" Caracal Secondary to the internationalization of education, School has been involved in the project research, staff and student mobility and the between the years 2020 and 2022 and it development of educational technology. proposes a new approach to the subjects of Science, Technology, Engineering and Mathematics (with the acronym STEM), by promoting an instruction based on real-world applications. The project idea \"Optimizing STEM education in European schools\" was developed based on the common needs of the partner organizations, which are: • Academy for International Science and Research, U.K. • VITECO, Italy • UCLL, Belgium • \"Gheorghe Magheru\" Caracal Secondary School • 21 YY Egitimiciler Dernegi, Turkey • iED Institute of Entrepreneurship Development, Greece

Visibility of eTwinning Projects Group July 2022 Newsletter Nationally, the project supports the scientific • Project-based learning: designing a roller community, government agencies and bodies coaster using the law of conservation of and other organizations contributing to energy (kinetic/potential energy) addressing the future STEM skills challenge • Practical and playful learning: calculating the and the urgent need to increase interest and gravitational acceleration using an inclined awareness of STEM subjects and the careers plane - Theorem of mechanical work - energy available. The project also allows partner • Game-based lesson: the difference between institutions to have trans-European meetings, smart sensors and standard sensors exchanges and discussions, including multiplier events, on how the project activities Secondary education (9-13 years): can be adapted by other teachers / schools / • Creative theater technique: light pollution education providers / NGOs. and light quantity – designing a lamp that prevents light pollution Internationally, the project supports the • Playful teaching: Let's play STEM European framework for the digital • Experiment, heuristic discovery, problem competence of educators (DigCompEdu), solving: EARTH – Active engagement in habitat which provides a general reference framework respect to support the development of educator- • Inquiry-based learning: designing and specific digital competences in Europe. programming a game DigCompEdu is aimed at educators at all levels Intended for both levels: of education, from early childhood, and this • Flipped class: micro:bit – Let's build a sensor project will support educators' pedagogical to measure air quality skills and demonstrate how digital technologies can be used to improve and The lesson plans, translated into all project innovate education and training, and will also languages, are already on our project page, contribute to the development digital, subject- https://improving-stem-education.eu/ . There specific and transversal skills in both educators will also be made available soon electronic and students. In addition, the project also courses for the continuous professional supports the work of European Schoolnet, development of STEM teachers. 25 short STEM Alliance and Scientix. courses will be developed in the following areas: To help students build a solid foundation of knowledge through active participation, we adopted the 5E model and developed 10 comprehensive STEM lesson plans at the following levels and with the following themes: High school education (14-18 years): • Inverted class: chemical properties of group II and VII elements (17) • Query-based Python lesson

Visibility of eTwinning Projects Group July 2022 Newsletter • Innovative practices for an engaging STEM Students will have the opportunity to learn teaching activity (good practices developed by about the profession of STEM mentors, day-to- each participating institution) day activities, responsibilities, qualifications • Motivating young people in STEM and/or experience needed to secure that job. (strategies to motivate young people and case Students will therefore gain a deeper studies) understanding of the type of work involved, the skills required and an insider's view of what real success in the industry means. Mentors are also very likely to have helpful advice on how to break into and succeed in a particular career. Some of the mentoring sessions have already taken place, arousing a special interest among students from Romania and Turkey, to whom they are addressed directly. Their recordings will also be posted on the project page. • Differentiating learning in STEM teaching The STEM subjects face problems or obstacles (STEM through integrated and pedagogical for a large number of students in European approach) schools. STEM subjects are considered “hard” • How to teach programming in the classroom and require high levels of abstraction. As a (main elements of programming, applications, result, there has been a decline in young resources) Europeans’ interest in STEM subjects both • Introduction to applied mathematics in during their education and career pathways. engineering (presentation of applications and Curricula, pedagogy and assessment methods guidelines) • Open minds to STEM careers (presentation of STEM career options, case studies) • Technology-assisted learning (presentation of resources that can enrich the teaching and learning process) • Gaming literacy and learning (introduction to gaming, apps, guidelines) Another activity of the project is the virtual STEM mentoring scheme. It aims to: • Increase student awareness of STEM jobs. • Supporting students to develop a sense of belonging in the new social world of STEM careers.

Visibility of eTwinning Projects Group July 2022 Newsletter in STEM education are changing and reforms Reliquias Latine are taking place to support these. describere, Romanas The learning environments of the students are changing and we need both teachers and reliquias tradere. students who have 21st century skills so we need teachers who are open to new methods, A Latin guide through innovative ways of teaching and technology. Instead of traditional teaching methods we ancient places of our need to use project-based, game-based and inquiry-based methods, also give students a cities and regions chance to learn by doing and find their own learning styles. This is what our project tries, by Eliana Piccardi and we hope will succeed, to improve. Absolute beginners as eTwinners? The Cristina Nicolăiță is a Physics and IT teacher at ”Gheorghe project, its goals Magheru” School in Caracal, Romania. She is an eTwinning This project starts from the chance of a & Scientix ambassador, a Europe Code Week Leading training program for ‘eTwinners’, mostly as teacher, an MIEE expert, a teacher trainer and an beginners, organized on-line as Multilateral Erasmus+ projects coordinator. Seminary eTwinning: “Languages & Cultures of Antiquity” (6th-20th of October 2021). One of the worthful aims of this project has been to provide Humanities teachers (living in different European countries) the occasion to get in touch and to compare their ideas and strategies: a great nowadays challenge is, in fact, to create learning environments and to build stimulating projects in order both to introduce to or to accompany our pupils to the eTwinning space and its mechanisms on one side, and to share some different approaches to Humanities themselves for our pupils on the other. As Humanities teachers, we're aware of the great challenge concerned teaching these ancient topics in a running 'faster and faster' world: the privilege of looking back to the Ancient Cultures’ shared roots and to the shared Classic imageries will grow ‘new’ pupils and citizens – hopefully - more curious, critical in statements and judgments, and, above all, toward-others-opened.

Visibility of eTwinning Projects Group July 2022 Newsletter During the first part of the Seminary, after These Latin teachers prepare the general lines some starting activities to cross over the of the project to be shared at the end of the different ideas and proposes, the various Seminary and start their work together. The Classic Languages teachers have gathered work is conceived and articulated in various around some specific topic. steps. Building up the project To create a Guide to the main Roman Among several attractive ideas, we chose to reminders of their own towns and territories, address our pupils into creating a kind of Latin made of images and captions written in Latin guide to the ancient Roman evidence and the pupils are divided into various groups after reminders known in their town and eventually the topics (‘greges’). in their region. Latin language and the material culture related to the Roman civilization may Before starting the guide, the pupils of the help our pupils to understand this culture in a different schools and nations will be trained holistic way. The chosen argument comes first into introducing themselves one another, after from prof. Anne Burel’s proposal (Avaricum- a method next to the so-called ‘Latin alive’. Bourges, France), at once joined by prof. Patrizia Grandini (Placentia-Piacenza, Italy) and Reality tasks for beginners by prof. Eliana Piccardi (Genua-Genoa and At the same time, we introduced our pupils to some sites of ancient Liguria, Italy), then also the eTwinning platform and netiquette, using reached by prof. Guillem Cintas Zuazua what we had learnt during the October course (Barcino-Barcellona and Tarraco-Tarragona, and, for my side, being supported, and helped Spain). in case of need, by the eTwinning ambassador prof. Enrica Maragliano, precious presence Through this project the teachers will improve throughout all the steps of our project. their approach to the eTwinning platform, also in wait for further similar initiatives. For the Genoa side, also thanks to the start of another eTwinning project with the same class, we’ve been allowed to get the help of the German Language teacher of the class, prof. Giovanna Rausa, in introducing pupils to the main criteria of the eTwinning platform and ways of communication, and into preparing the 'avatars' of every participant and of the teachers themselves. Genoa’s involved pupils are the 2nd GL class, belonging to the Languages Course of the “Liceo Classico e Linguistico G.Mazzini” in Western Genoa.

Visibility of eTwinning Projects Group July 2022 Newsletter Pupils have first got involved in some ‘reality the inputs given about by the French and Spain concrete’ tasks, too, as e.g. the duty to give colleagues, also Italian teachers have trained family allowance for taking part to it and to its their pupils in some knowledge of the 'spoken' eventual photo-documentation, the need to Latin: greeting sentences, self-introduction respect the rules of ‘netiquette’ and the sentences, self-describing lexicon, easy correct use of eTwinning instruments and communication language instruments as short communicating spaces, the access to open- questions and answers about pupils’ families, sources pictures -whenever at disposal- and places and tastes. the need of sharp captions of the further images-sources and so on. As the general level of Latin knowledge was almost a preliminary one, these sentences Teachers and pupils at work have been shared with pupils in a quite simple Teachers have frequently met on-line in order and simplified way, after the learning practice to prepare, to share and to coordinate, in the near to the so called 'nature-method' of distance, all the steps and the activities for the teaching and learning the Ancient Languages, pupils. in order to stimulate pupils’ curiosity mostly, and to not overwhelm them with too many The selection itself of the main topics for each Grammar and Lexical data all in a time. group is made focusing over the most After this preliminary phase, at the beginning common ancient documents and reminders at of their work, we let the different pupils disposal about our towns and regions: Ancient connect in a shared time among France, Spain, historical sources, Ancient Geography and Italy (Genoa and Piacenza) communicating by ways, the meeting among ancient native the said easy Latin means of communications. peoples and the Roman culture, the Roman cities and their main buildings, the Roman everyday life from the ‘center’ (Rome and its land, Pompei and Vesuvian cities, …) towards our territories -with related public buildings, infrastructures, private institutions and living places, economy, sacred culture, local devotion and burial practices. Of course, as these reminders aren't always fully preserved and well recognizable in the various to date areas of ours, a former watch to the best-preserved ones from Rome, Pompei and the better saved sites has been given. All the ways lead to…Latin? a different approach to Latin Different from the most usual tradition of teaching Latin in Italian School, and following

Visibility of eTwinning Projects Group July 2022 Newsletter Writing the guide: the sources; the wider Genoa and Liguria -I- (English) redaction, the shortest (Latin) one The pupils have been followed into preparing a Avaricum -F-, Placentia -I-, Barcino and Tarraco guide to the Roman evidence of their city and / -E- or their regions, into choosing the pictures and into providing them with captions in Latin. Each group got the inputs regarding all the main data and materials (books and links first, then also guided tours on places and information about the local reminders kept in the local museums) put at disposal by the teachers in order to start the work. This has been obtained by gathering data and figures both through bibliography, historical and nowadays photographs, and websites and through the foreseen visits on places (with eventual ancient evidence and, also, with the witness of former evidence) and together with the local reminders kept in the Museums). One must admit that the visits at the Museums, and the walks outside following the distribution of the ancient evidence ought to have been kept almost at the beginning of the project; nevertheless, due to the permanent pandemic situation, they’ve suffered some restrictions and / or changes in the foreseen timetable. This amount of data has been gathered and written down at first in English by the Genoa’s pupils thanks to the kind cooperation of the English Teacher, prof. Silvana Vezzani who cared of these translations correcting them. It is from this huger amount of data, then, that pupils have been invited to pick up the most relevant data and to try some translations in Latin of them and of the main pictures. All the pupils have also prepared some easy questions in Latin about the most important data arguments of their Latin texts. The works prepared by the different classes were shared and read also partly in class during the lessons, to be assumed by the pupils.

Visibility of eTwinning Projects Group July 2022 Newsletter ‘Boots’ on the ‘archaeological ground’? rather circumscribed: this is the main aspect to Due to the pandemic health conditions, the be made better, we have honestly to admit. first part of the work has been prepared especially on books and site-graphy websites, Playing with antiquities, playing with Latin as only in the second part of the school-year After sharing and reading the texts and we were allowed to visit the places from which watching the pictures prepared by their the Roman reminders came in the city of colleagues, all the classes were ready to Genoa at least. This could be made almost at challenge one another by a Kahoot game. the end of the work, with a 'Roman sites' walk By assembling the various questions proposed in Genoa (with teachers of Latin & history prof. by pupils, the teachers have met in another Piccardi and the kind Spanish Language one, telematic session and chosen the most popular prof. Anna Persi). Of course, as most of the and significant questions for every group of reminders in Genoa lay under the ground or work and territory: a Kahoot game has been they’re reused in some medieval faces of prepared with the material shared before buildings, a great help from memory and among the pupils. imagination was necessary during this walk: also from this observation it comes the idea of In fact, the final step has seen the pupils, after integrating the visit by the QR code data (as reading their mates’ works, to play a Kahoot we’ll see below). An example of this visit in the game among them, again in simultaneous historical center of Genoa is offered by the site connection, by answering to Latin questions of the hypothesized Genoa's Roman forum, in about all this evidence and data they had St. George Place; here, one can only see the learnt. XVI-XVII buildings and have to rely on information from written topographical sources. Critic aspects / better doing During these phases, the interaction among pupils through the eTwinning platform might have been more frequent and stimulated, as – also due to some technical troubles – it was

Visibility of eTwinning Projects Group July 2022 Newsletter This stimulated not only their curiosity and Towards future plans their challenging attitude, but also their desire Teachers have put on also some diffusion and to make more concrete and stimulating the dissemination activities (e.g. by putting the work already conceived and prepared 'on the links to the prepared works on the School net'. websites by the colleagues prof. Burel and prof. Grandini): these actions will go on also eTwinning project: “cui prodest”? with the beginning of the new school year, of In our opinion, the pupils could have the course, also to give a base and a stimulus to chance to learn some elements of Latin forward eTwinning projects in our schools. Language and of the connected culture and, at They also will offer the possibilities to link the same time, they had also the great chance teachers and pupils in sight of eventual further to increase their historical and heritage projects such as Erasmus+ happenings and so knowledge and awareness. For instance, the on. Italian students could get into touch with the abroad approach to Latin, and even they got Focusing on the importance of this work for the chance to have a different glance and a the Genoa’s class, the redaction in English too different method towards this discipline, too of the Guide may get a wider perspective in often neglected or perceived as boring or order to share it with eventual visiting mates in heavy. some future meeting occasions but, above all, for being used in eventual deepening activities Teachers have worked in this activity also with during the coming three years of the Lyceum, several preparatory meetings on-line among For instance, to prepare a city guide in several them, co-working to create the dedicated languages to the city or to the region, perhaps space on the platform, and introducing the also involving the most modern technological pupils to the use of eTwinning platform itself, means as Google maps (as made by the to the netiquette of using it. Spanish class under the leading of prof. Cintas Zuazua) and the QR codes to help the visitors The project itself has given a great chance to in their itinerary from Antiquity to the present teachers and pupils to meet through this (after the proposal of the writer): the QR code informatic and structured platform, might allow to see on places also the evidence eTwinning, and, above all, to look at their no more visible nowadays, through pictures, places’ ancient heritage (evidence and links and applications 3D that visitors would languages) with a renewed gaze. see at once in situ, realizing at once the diachronic evolution of the landscape. Teachers themselves have enjoyed a renewed On another hand, this double linguistic chance of cooperation after an uneasy channel, Latin and English, or even French and working season due to the pandemic situation. Spanish, will straighten the sense of common dialectic cultural roots among these European The eTwinning instrument, on the other hand, languages and cultures. has moreover showed all the possibilities offered especially during such a period full of Besides, the same watch dedicated also to constraints and of difficulties of Roman evidence in other parts of our region communicating and meeting by person. might be the first step also for further visits to

Visibility of eTwinning Projects Group July 2022 Newsletter other better preserved Roman sites in our Game of the Month region, as the pupils have examined, in their works, also reminders from the Roman by Anamaria Corina Ventimiglia, from the ancient city of Luni, or from the Roman and Medieval town of Golumbeanu Albenga. Also the Latin inscriptions displayed in these sites might be integrated in a future Game of the Month approach to Roman evidence and culture by https://twinspace.etwinning.net/196452/home Latin language study. is an eTwinning project about learning by playing. Game-Based Learning is a dynamic This project has been the occasion, as we have way to engage students in the learning said, not only to cross over the different process. strategies and methods among colleagues, but also to put at play our former instruments and Every month teachers, by rotation, proposed ways of teaching -especially for we, Italian a game to be played or created by students. teachers -; in particular, with Genoan Teachers of various fields participated. colleagues it has been also a chance to Students saw that games can be used in many collaborate in an interdisciplinary optic so ways. precious and spontaneous after the long- lasting 'separated' work during the pandemic The aims of the project were: period. To all the mentioned colleagues, - Increasing motivation of learning, therefore, my grateful and sincere thoughts. - Developing key competencies (communication in the mother tongue, Eliana Piccardi is an Italian teacher. She has got her communication in foreign languages, cultural and professional ‘Bildung’ in Classic Languages mathematical competence and basic and Classic Archaeology through Graduation/ ‘Laurea’, competences in science and technology, Specialization (both obtained at the University of Genoa) digital competence, learning to learn, social and PhD (obtained at the University of Padua). She and civic competences, initiative and teaches in Genova at Lyceum of Classics and Languages entrepreneurship, cultural awareness and \"G.Mazzini. expression), - Increasing critical thinking and creativity of the students, - Developing teamwork skills. First web 2.0 tool used was Pixton (https://www.pixton.com/ ). Students created their avatars and a short presentation. I used TwinBoard that students saw all the presentations. It was a first activity that unites students with each other. I set up the student administrator for all my students that this

Visibility of eTwinning Projects Group July 2022 Newsletter means that I gave them full rights and my Next, students used LearningApps confidence in their work. (https://learningapps.org/) to made crosswords and to play them. They created A traditional activity followed: the Logo crosswords about Solar System, Whole Contest. Students used various web 2.0 tools Numbers, Geometric Shapes, English words. to create logo. We used Tricider to collect all Students enthusiastically participated in the the votes. The voting session was so animated. activity discovering other types of games in the gallery of the Learning Apps application. In October the activity was an online event for EU Code Week. I named this activity ”Shapes In December students used Canva ( on the Ice”. Students created elementary https://www.canva.com/) to made Greeting geometric figures using the Frozen web 2.0 Cards for Winter Holidays. Canva is an easy tool (https://studio.code.org/s/frozen/). The web 2.0 tool that can be used on smartphone. students shared printscreens with the Students like it. programs made within the project page . Thus the students recapitulated the properties of For another type of game, Flashcards, I elementary geometric figures. learned the students to use Cram (https://www.cram.com/). They used this type of game to strengthen their knowledge of various mechanics formulas. Of course there is no lack of Kahoot!. Students like this game, they play with pleasure the games created by others. There were also activities based on international events such as Safer Internet Day, International Day of Women and Girls in Science, Pi Day, eTwinning Day, Biodiversity Day. Students created interesting thematic posters using Canva. Another activity loved by students was creating a city on the Moon or on Mars using Minecraft. This theme was to mark the Global Astronomy Month. It was a challenging topic for students. They had to build various spaces using specific colors. We used Genially to create a map with their works (https://view.genial.ly/62a1fb691e971a00196fe

Visibility of eTwinning Projects Group July 2022 Newsletter d0f/interactive-image-mars-colony). This Collaborative provides a realistic view of their creations. Learning in the At the end of the project we created a final product , an e-book, using Book Creator eTwinning Math (https://bookcreator.com/). The web-address of this is: Travelers Project https://read.bookcreator.com/E9U31ex8aqVg0 Rqb4lr2zB6IRQo1/xRqYLhCJTbuAN7WbAy9CY by Ludmila Cojocari Q. Enjoy! eTwinning projects provide a framework for Anamaria Corina Golumbeanu is a Math teacher at ”Ion project-based learning, which involves Țuculescu” Secondary School in Craiova, Romania. She is collaboration between students. This aspect an awarded eTwinner interested in Applied Math, New was visible in the eTwinning - MATH Technology, Environment and Sustainable Development. TRAVELERS project, through the creation of e- books, presentations, questionnaires, exchange of experience in making different products, the result of discussions in the forum, and online meetings. The aim of the project: traveling through mathematics, students discovered the beauty of mathematics in graphics, paintings, real-life objects. Students created the artwork creatively, using mathematical and especially geometric properties with GeoGebra, Scratch, and paper software. The following objectives have been set: - developing skills in mathematics, science and technology; - stimulating critical thinking; - developing students' imagination and creativity; - development of collaboration skills and group work; - developing communication skills; - development of digital skills. First, I will present some activities carried out in collaboration.

Visibility of eTwinning Projects Group July 2022 Newsletter Between October 9-24, 2021, all project partners participated in European Code Week by creating different shapes in coordinates, on paper or with GeoGebra. The students, placing the given points in the Cartesian coordinate system, obtained various shapes: wolf's head, rabbit etc. One of the virtues of geometry is that it is All the products developed by the students extremely visual. Thus, with a series of were placed in the GeoGebra Book. interesting properties were created spirals & Link: triangles, spirals & squares, the spiral of https://www.geogebra.org/m/xw2cs3uc#chapt Theodorus, the spiral of Fibonacci. Spirals are er/717701. one of the most surprising and aesthetic phenomena of nature (and mathematics). Then, through collaboration, the electronic book “Spirals & Triangles Problems” was The students built the spiral from the made, which includes the solutions performed equilateral triangle, a curve with remarkable to the tasks proposed by the partner properties, the median that coincides with the colleagues from the 6 international teams. height and the bisector will be the side for the Link: https://online.fliphtml5.com/ogxwo/dkcl/. next equilateral triangle. The same process had been repeated again until the spiral was Square spirals were made from the spiral in obtained. the equilateral triangle. The square spiral is a curve with special properties, consisting of squares smaller than the previous squares. The most interesting moment was the creation of those animated spirals. Link: (made by Vlad) https://www.geogebra.org/m/xw2cs3uc#chapt er/717701. All products made by students have been placed in the GeoGebra Book, link: https://www.geogebra.org/m/yufsr4st#chapte r/717705.

Visibility of eTwinning Projects Group July 2022 Newsletter Second, on November 23, we celebrated Starting from two small adjacent squares, with Fibonacci Day, so the students became familiar sides equal to unit 1, another can be drawn with the biography of this Italian above them with side 2 = (1 + 1). Next, another mathematician Leonardo of Pisa, known today square with side 3 was attached, and below it as Fibonacci, the most significant in the Middle one with side 5, and so on. The arrangement of Ages. Thus, the Fibonacci String was identified, the Fibonacci numbers in a set of squares and which is associated with the golden ratio or rectangles was thus obtained, the latter the golden triangle. The Fibonacci sequence having as a length the two consecutive consists of the numbers 0, 1, 1, 2, 3, 5, 8, 13, 21, Fibonacci numbers. 34, 55 ... Each number represents the sum of the other two previous ones (0 + 1 = 1, 1 + 1 = An arc of a circle was drawn from the smallest 2 , 1 + 2 = 3, 2 + 3 = 5, etc.). square, then continued through the larger one, through the next and so on, until a spiral This line started with a seemingly simple was obtained. question that Fibonacci asked himself in his book \"Liber acaci\": if there were a pair of The extraordinary beauty of the Fibonacci newborn rabbits (male and female) and they sequence is that it is found everywhere in the would be able to give birth to another pair of natural world, from the petals of a flower and rabbits in the second month of their life, how the leaves of plants, to the DNA molecules and many pairs of rabbits would there be in a year? even hurricanes! Thus, examples of finding the The Fibonacci sequence can also be Fibonacci String in the real world were represented geometrically in a multitude of presented: ways. Students represented geometrically the Fibonacci String, making various • The golden ratio in works of art. Link: compositions. https://wke.lt/w/s/FdxIEb • The golden ratio in the arts. Link: https://wke.lt/w/s/ugSyze • The golden ratio in nature. Link: https://wke.lt/w/s/r2HGFn The Fibonacci sequence occurs in biological structures, such as the arrangement of tree branches, the placement of leaves around the

Visibility of eTwinning Projects Group July 2022 Newsletter stem of plants, the spirals of shells, the Pythagoras, in the Golden Spiral which, arrangement of a fir cone, the unfolding of the through the Fibonacci string, is shown by branches of a fern, the appearance of a keeping the proportion of 1,618… The pineapple, etc. bisectors of an isosceles golden triangle in turn generate the golden ratio φ = 1,618, and the The idea has been advanced that all this can be arcs of the circle drawn from the points where understood in part as an expression of they intersect the sides of the \"golden algebraic constraints specific to free systems. triangles\" that are formed successively It has been determined that sunflower-like generate the Fibonacci spiral. flower arrangements have 55 spirals in one direction and 89 in the other (55 and 89 are Thus, there were created various compositions adjacent numbers in the Fibonacci sequence), from these \"golden triangles\". which is valid for the inflorescences in the outer layer and which are the most visible. Applying Pythagoras' Theorem, spiral-like Also, the number of petals of many flowers is spirals were built with a number of interesting part of the sequence. properties. This spiral is called the spiral of radicals or the spiral of Theodorus. For example, lilies and irises have 3 petals, the To construct a spiral, a right angle with sides A spur of the rooster has 5, the sparrows have 8 and B of equal length was constructed, which petals, marigolds have 13, the bull's eye can becomes the value \"1\". Then another right have 21, while daisies can have 34, 55 or even triangle using part C of the first triangle - 89 petals. If you look at a plant from top to hypotenuse - as part A of the new triangle. bottom, you will notice that its leaves are Keeping side B the same length at the chosen arranged in such a way that the ones above do value of 1. The same process was repeated not obscure the ones below. In this way each again, using the hypotenuse of the second leaf receives enough sunlight and allows triangle as the first part of the new triangle. It rainwater to slide to the stem and be directed to the root - another harmony of nature inconsistent with the Fibonacci sequence. The students identified that there is a connection between the natural growth of plants and the Golden Number: the mysterious proportion of this number, represented either in the golden triangle (isosceles) of

Visibility of eTwinning Projects Group July 2022 Newsletter took 16 triangles to reach the point where the Mandelbrot (born 1924), the inventor of the spiral would start to overlap the starting point. famous \"mathematical apple\", which bears his name, built with the help of a computer. In mathematics, a fractal is an object whose geometry (dimensions) is given by fractions. Sierpinski's Triangle was made - which was obtained starting from a triangle and recursively cutting the (central) triangle formed by the means of each side.(fig.8) Theodorus’ spiral made with Scratch: Sierpinski's Triangle 3D was created, link: https://scratch.mit.edu/projects/619206625. https://www.geogebra.org/m/kauduhnb. In nature, mountains with rocky cliffs, the Students became familiar with the basics of corolla of a tree or its roots scattered in the geometry, making calculations based on a ground in all directions, clouds whose contour value of 1. The most fun was the resemblance is constantly changing, the hydrographic of the spiral to a snail shell, which provided an network, the sea waves, the network of blood opportunity to discuss how mathematical vessels, a snowflake are considered fractals; relationships appear in the real world. , and even the Universe or parts of it, having an the fact that the spiral demonstrates a series irregular structure, can be considered fractals. of intriguing relationships. The characteristics of fractals contrast with the order of Euclidean geometry and the Another activity, quite motivating, was the perfection of crystals in the physical world. study of fractals. Has it been deduced what a Trees and ferns are natural fractals that can be fractal is? It is a body with an irregular shape, easily modeled on a computer using a which can be fragmented, its fragments recursive algorithm. The recursive nature is resembling the whole. The name fractal evident in these examples - a branch of a tree belongs to the French mathematician Benoit or a leaf of a fern is a miniature copy of the whole: not identical, but similar. Another plant

Visibility of eTwinning Projects Group July 2022 Newsletter in which self-similarity can be easily seen is Science and technology are part of our lives, cauliflower (or broccoli). and using them in a way that brings value is Furthermore, another interesting activity - important. The STEAM activity “Art & Life” Functions in real life. Modeling with functions. was registered within the STEM Discovery 2022 The objectives of this activity: to determine Campaign. Each school-participant carried out the role of functions, function graphs in real various STEM activities, then during the event life, the selection and classification of images they were disseminated to colleagues- in correlation with the used applications of partners. functions. The symbol of Geneva is the \"Water Jet\" - a We, the team at Gaudeamus High School, did 140m high fountain. The water is thrown into \"Eratosthenes 'Experiment\" and \"Pythagoras' the blue sky, then returns. The curve formed Tree.\" by the water jet was modeled with the parabola represented in the drawing. The On March 20, on the occasion of the spring second degree function associated with this equinox, we organized a practical astronomy parable has been determined.(fig.9) workshop. The theme of the workshop was the astronomical moment of that period - the The parabola was drawn in a coordinate spring equinox, on which students system that shapes the aspect of the reconstructed the famous experiment by Mungsten Bridge, which is the tallest railway which the Greek astronomer Eratosthenes of bridge in Germany. Link GeoGebra Book: Cyrene first calculated the size of the Earth https://www.geogebra.org/m/uhbbfstc. more than 2000 years ago. Eratosthenes was an ancient Greek mathematician, geographer, poet, and astronomer known for a number of discoveries and inventions, including the system of latitude and longitude, calculating the circumference and inclination of the Earth's axis, Earth's distance from the Sun, and the calendar year. The first step in conducting the experiment was to determine the exact time of noon using the Stellarium program. At the appropriate time, a one-meter-long stick was placed upright in the school yard and its shade was measured at least 5 times. The aim was to calculate the value of the angle made by the sun's rays with the stick, which is a measure of the position on the globe of the place where the experiment took place.

Visibility of eTwinning Projects Group July 2022 Newsletter That angle is the angle at the center of the built two other squares. The operation is Earth that underlies the arc of the circle repeated on the two squares, constructing bounded by the observation point (school angular triangles similar to the first. So, we can yard) and the equator. The circumference of go on and on. The Pythagorean tree was also the Earth was calculated using the created with the Scratch program. Link: proportionality between the angle at the https://view.genial.ly/6251fdcd21aeac001774db center of the circle and the length of the arc of 4c/presentation-the-tree-of-pythagoras the circle it underlies. Link: https://www.canva.com/design/DAFAKXSIeaE/l As a result, students were involved in 7vV_DgBw7IW8wu5xGJfcg/view?utm_content meaningful authentic learning situations: =DAFAKXSIeaE&utm_campaign=designshare& design, implementation, testing, reflection, utm_medium=link&utm_source=publishshareli and documentation. As a result, critical and nk. self-critical thinking has enhanced; innovation was encouraged; the ability to collaborate and The ingredients needed to motivate our young communicate effectively with other colleagues learners were good mood, teamwork and was expanded; the agreement was reached good weather, combined with astronomy, through experimentation; and I think it has math, physics and a lot of history and increased the students’ motivation to learn. geography. In a nutshell, I can undoubtedly affirm, the STEAM's next activity was \"The Tree of purpose and objectives of the project have Pythagoras\". The Pythagorean tree is a fractal been achieved, those skills necessary for the named after the Greek mathematician personal development of students have been Pythagoras, who discovered the famous formed. theorem because the iterative procedure involves an infinity of triangular angles with Ludmila Cojocari is a Mathematics teacher at the squares built on legs and hypotenuse. The “Gaudeamus” Theoretical High School in Chișinău, construction of the Pythagorean tree began Republic of Moldova. Active in eTwinning since 2018, she with a square. On one side is built a has been an eTwinning ambassador since 2020. rectangular triangle on the legs of which are