TEACHERS' FINAL EVALUATION

Teachers' form link. Deadline 1st week of June. Then, we will make a summary and comment the results in the next online meeting. There are topics students suggested for a future project in their final evaluation that we will discuss as well.

COMMENTED RESULTS

Summary

MORE COMMENTS

Koldo Mitxelena

Three classes from Koldo Mitxelena, all Batxilergoa 1 students (aged 16-17), took part in the project. The project has been guided by the English teacher, but offering space to the TI, Literature, history, biology and physics teachers to work collaboratelly in the development of the tasks.

Only some of the students were not new eTwinners, so it was the first eTwinning project for 98.03 of the participants, as some of them had taken part in a project when they were younger.

According to the final evaluation and the assessments carried out throughout the whole school year, all of them felt it was something new and felt comfortable working with their partners. Most of the students stated that they had been actively involved in the project, since only 9.8% assessed themselves with 2-3 points as satisfactory and most of them chose 5 out of 5 or 4 out of 5. When asked about the competences they had acquired, nearly all the students mentioned that they had developed communication and collaboration skills by taking part in the project and highlighted the opportunities to be creative and critical. They liked the fact that now they knew more about the history of their neighbourhood and it had been worthy to work in an interdisciplinary way, since those students who hadn't chosen biology could learn from their peers and those who didn't study history could be aware of many relevant aspects that would be precious next year when they have to study history compulsorily. They also liked that they could apply the IT and content knowledge they had gained to other subjects, for example, copyright and free sources, and how to create different gifs.

When they commented about their favourite activities, due to the fact that they could choose more than one, most of them chose GOING SOUTH. However, they also said that they liked opening their partners' rucksacks and getting to know them a lot in the NORTH. They liked that they had to research about their own history first and read about their partners to create a gif and to choose a place in their area to bring a partner's site to it. The vast majority claimed that they had liked the online sessions and that they would like to meet their partners more often, but they understood that it was not easy to match timetables for live sessions. They added that some partners had had problems with their WIFI, which was something that could be improved. In addition, they said that it was something new that had helped them improve their communication skills as they had to talk to their partners in a real situation.

Overall, they liked the organisation of the project and appreciated the work of the teachers, but many students added that the platform was not very dynamic and slow and that it could be improved. Among the topics they suggested for a future project, some of the students mentioned history and literature, news about recent events, AI, sports, reading books together, space, social problems the youth face nowadays, mental health, the fight against sexism, homophobia and racism, women’s month, controversial topics, fashion, music, films and series, culture, nature and animals.

IES Cantabria-Santander

Going North, students completed all the activities and they enjoyed taking part in the project. Students liked the rucksacks activity and found motivating all the first activities: recording Amanda Gorman´s poem, translating other countries´poems, microbit challenge, adding their New Year Resolutions to Flip,... From the very beginning, students developed many competences: critical and digital skills, team work, autonomy, entrepreneurship... They loved online meetings with other schools and those students in charge of adding an entrance to the collaborative Diary, enthusiastically completed this task.

Going East, students successfully completed the activities and felt more active and engaged. Activities gave our students the opportunity to collaborate with their peers and learn about their countries and culture: Geography challenge, Poetry challenge, International Teams, logo contest, New Year resolutions in Flip... Students felt more confident with digital tools and with the use of English. Going West, students did an excellent job with the Technology and Wellbeing survey, that has had a big number of participants and a great impact on our school community. Going South, they learnt new things with the Earth Day Quizzes and loved sharing pictures of our city and region.

The project is integrated in Philosophy, compulsoty subject in the curricula 1º Bachillerato, and we dedicated one hour per week, during the school-year. We have developed life competences and curriculum competences: comunication, critical thinking, creativity, enterpreneurship, cultural, historical and artistic awareness and expression, social and civic skills... As it is stated on the evaluation form, at IES Cantabria we have discussed and argued, selected information, created small essays, research and reflect on relevant issues such as netizenship, artistic values, AI, well-being, climate change, gender equality, utopia... We have learnt about the comnnection betwwen theoretical rationality and emotional intelligence as well. Students have  successfully incorporated in their lives the core aims of this Comp@ss. I feel very proud of my students´ job and really happpy with the results.

The negative aspect of our work in this project has been the new platform: too slow and not very reliable. Teachers and students have struggled to reach our goals.

Anselmo de Andrade, Almada

In line with the Essential Core curriculum for English in secondary education and the Student Profile by the End of Compulsory Schooling, the project offered ground for interdisciplinary work with the Portuguese, Biology and Math teachers. 
Most students were already experienced eTwinners after participating in the project I Have a DREAM last year. As their second year in the project, the new platform hasn't utterly motivated them to engage in the tasks at first. They felt comfortable working with their partners, though, and a large majority (80%) was actively involved in the project rating their participation between 4-5.
From the information collected, language proficiency and teamwork improvement were clear benefits of participating in the project. It is no wonder that the competencies and skills that most stood out were communication, collaboration, creativity and digital skills, followed by research and time-management skills and critical thinking. Two students also mentioned they developed their leadership skills by participating in the project.
Nearly all students liked the project activities: they were fun and engaging and highlighted opportunities for effective learning, increasing confidence in English communication and use of digital tools, and improvement of interpersonal skills through teamwork, among others. 
The activities pointed out as more appealing by students were:
-GOING NORTH: packing their rucksacks, creating the logo, interpreting and reciting Amanda Gorman's poem Compass.
-GOING EAST: reading/recreating poems shared by our partners, creating poems in international teams and generating images using the AI Canva tool.
-GOING WEST: working on SID2023
-GOING SOUTH: going outdoors and learning about the planet with Earth Day Quizzes.
As for future projects, topics such as human rights, Space technology and exploration, and more outdoor activities and live sessions were suggested by the students.

KOPERNIK, RYBNIK, PL

As for Kopernik participation there were 2 English teachers in the Comp@ss project. We invited 4 groups of students from 3 different classes. These were all first-year students for most of whom Comp@ss was the first eTwinning project they had ever taken part in – only 1 person had participated in the eTwinning Programme when at primary school. Thus, for almost all of them it was a totally new experience and they felt comfortable when working with their project partners.

Also, most of the Polish students chose communication and collaboration skills as well as creativity as the ones they were able to develop due to their participation in the Comp@ss activities. When asked which activity they liked best quite of them answered, ‘all of them’ but it seems the favourite ones were connected with ‘Going North” (packing rucksacks), creating a project logo and live sessions – online meetings with project partners. Besides, all the students present at school on the day when we were working on the farewell videos enjoyed the activity a lot and even claimed it was a task that integrated them as a class as no other event this year before.

Most of the students rated their participation and engagement in the project as quite high (4-5). However, a few students honestly admitted they could have done better. Since all the classes wish to take part in our new eTwinning project next year, they will have a chance to improve.

As for the topics the Polish students suggested for our future eTwinning project  there are the following ones: nature, ecology, music, films, sport as well as topics related to the Internet (using the Internet safely, hate issues).