Activity

Design

Results

Any problems?

Timing/schedule

Project objectives/key compentences achieved?

Class presentations

Lino and LearningApps were the first apps used by students and this very first engagement with ICT tools was a motivation for further use of digital tools.

For the students it is the first acquaintance with the platform.

Very good. Students enjoyed creating their class presentation and playing with the app.

No

According to expected

- Digital tools skills

- Communication in English skills

Using LearningApps as a gamification for the presentations gave a plus to this activity

Very good. Students enjoyed both using the app and play with it

No

According to expected

- Digital tools skills

-Communication in English skills

School presentations

The class was separated into groups and each group undertook a part of the presentation. At the end they composed the material from all groups using an app for interactive presentations

Very good. Students enjoyed working together and had the chance to learn more things about their partners school in Spain

No

According to expected

- Digital tools skills

- Communication in English skills

- Collaboration

It was a simple and short activity, done by a group of students

Fine. It was not the most relevant activity in our project, but students enjoyed learning about their partners school

No

According to expected

- Digital tools skills

-Communication in English skills

- Initiative and learn to learn

City presentations

Blind spots on a common map was the first activity where students made and shared content with their partners at the same time. Students were motivated by the theme and their partners' work.

Very good.

Motivated students to explore the culture of their own city and their partners.

Team work was the key of this activity

No

A little bit out of schedule but it was worth the delay as students got to know a lot of things about partners city culture and habits

- Digital tools skills

- Communication in English skills

- Initiative and learn to learn

- Digital literacy

The idea of creating a common map where blind spots of our cities were selected by the students of one country, and then had to be guessed and described by students of the other country was good, and motivated the students

Very good. Motivating and a great opportunity to learn about our partners city and its surroundings

No

Maybe a bit longer than scheduled, but it was worthwhile, as students really learnt facts from their partners' city

-Digital tools skills (maps, learningapps, google slides, genially)

-English communication skills

Project logo

It was a simple activity as it was performed by a group of students. The interesting part of this activity was the collaboration between partners through discussion to merge the proposed logos in a single one. 

Very good.

Logo of the project was generally accepted as it was a blend of all the ideas proposed

No

According to expected

- Digital tools skills

- Communication in English skills

- Collaboration

- Civic participation

Four Spanish students designed two logos, and then all the class discussed the proposal of merging them with the Greek options

Very good. It was a good idea as an alternative to competition, students had to agree on the final outcome

No

According to expected

- Digital tools skills

- Communication in English skills

- Collaboration

- Civic participation

ITC tool for ebook voting

A simple google form was used to examine students preferences for the ebook

Fine.

No

According to expected

- Digital tools skills

- Civic participation

We presented the students many apps, and then we preselected 5 to make the voting

Fine

No

According to expected

- Digital tools skills

- Civic participation

1st challenge: challenges, assessments

Students worked in national groups on mathematical/logical challenges which they had to find, translate and propose to their partners to solve. The work to be done was demanding as they had to solve them, assess their partners solutions and finally upload the solutions to their challenges. At the same time they had to solve the challenges proposed from other groups. 

The rubric for the assessment was created easily since the criteria were co-decided.

Very good.

Students were ceaselessly resourceful, cunning, and inventive. The challenges were from all fields of mathematics and required combination of mathematical knowledge, exploring, reasoning and reflection on the proposed solutions.

There was a constant interaction between national teams.

The platform sometimes was very slow and it took students time and a lot of patience to browse from one page to another.

According to expected as students needed more time to search, propose, solve and assess challenges

- Mathematical skills (reasoning, presenting results, all type of math knowledge)

- Learning to learn

-Civic participation

- Digital tools skills

- Communication in English skills

- Collaboration

To gain confidence, in this phase the students selected and resolved the challenges in national groups, but still had to communicate with partners to answer questions and assess the results.

Very good. Students were motivated in all the phases of the activity: looking for challenges, solving those addressed to them, and assessing their partners' work. They were serious and fair in their work

It took us a bit to decide how to distribute the challenges between groups, in a fair basis, but at the end all were happy with the results.

The platform was very slow at this stage, and it was a bit tiring when navigating from one group page to another.

All the first challenge step took us a bit longer than we had scheduled, but it was reasonable, and students were more efficient as we advanced in the project

- Mathematical skills (reasoning, presenting results, all type of math knowledge)

-Civic participation

- Digital tools skills

- Communication in English skills

- Collaboration

International teams distribution

Instead of a plain lottery students answered a form concerning their interests. International teams were created through a random point system concerning those interests. 

Fine. No problems with the distribution. Students changed partners within the groups and had to cooperate with other classmates.

No

According to expected

-Civic participation

- Digital tools skills

A form on general interests was presented to the students, and then, according to a system of points, groups were made

Fine. Students were happy with the results

No. 

According to expected

-Civic participation

- Digital tools skills

2st challenge: challenges, assessments

International teams propose and solve challenges.

Communication amongst the team is essential

Very good. Collaboration with partners was perfect

Difficulties in communication through the platform were overcome by using emails

According to expected.

The experience gained in the 1st challenge helped students work more organized.

- Mathematical skills (reasoning, presenting results, all type of math knowledge)

- Learning to learn

-Civic and social competences

- Digital tools skills

- Communication in English skills

- Collaboration

In the second phase students decided and solved the challenges in international groups.

It was decided to create only one page and use the forum thread inside, to post solutions and assessment, to have no so many twinpace subpages 

Very good. They communicate with their partners and achieved agreements

We had to solve the communication problem using email accounts, as there was no way, within the Twinspace, to have secret communication between partners in the same group (in the forums, students from any group could read the conversation and see the solution before!)

According to expected. More efficient work than in the 1st phase

- Mathematical skills (reasoning, presenting results, all type of math knowledge)

-Civic participation

- Digital tools skills

- Communication in English skills

- Collaboration

Ebook

The idea of creating a common ebook and to have 3 versions of it (one in english, one in spanish and one in greek) excited students and with enthusiasm began to ceaselessly add pages.

Very good.

This ebook will disseminate all the good practices used in the project.

No

The 2nd and 3rd versions took a little more time than expected

- Digital tools skills

- Communication in English skills

- Collaboration

- Project dissemination

The tool was previously decided by students.  There was a common design for the pages.

The tool will permite to disseminate the project results outside the twinpace, too.

Very good. The students were motivated to design the pages, and learn a lot about the possibilities of this tool.

No

First version in English was in time, but the mother tongues versions took a bit longer

- Digital tools skills

- Communication in English skills

- Collaboration

- Civic participation

Communication  and cooperation between students

Mostly took place through the platform, sharing apps (padlet/canvas) and by using emails

Very good.

It was established from the beginning of the project and it was more intense as the project went on.

No

- Communication in English skills

- Cooperation through apps

- Civic participation

Communication channels were chosen according to the project steps

Very good. Communication was maintained all along the project, and it was more fluent as the project developed.

No

- Communication in English skills

- Cooperation through apps

- Civic participation

Communication and cooperation between teachers

Mostly took place by using emails and a shared folder in Google drive where all the material of the project is uploaded

Very good.

The communication between teachers was systematic and almost daily. The cooperation was excellent and there was always a consensus of opinion.

My partner was more than helpful and always supportive. This etwinning project was my first and it was a joy working with my partner 

No

Communication both inside the Twinspace teachers bulletin, and via emails and shared drive folders

Very fluent and steady communication all along the project. Every step was agreed, and also all schedule and updates due to different reasons. Student progress was communicated every week

No

Project as a whole

The idea and  the objectives of the project excited me from the beginning.

Very good.

The steps and the activities of the project were carefully designed and accomplished.

Students were enthusiastic throughout the project, worked with willingness and improved their competences in Mathematics, Technology, Logical thinking and Communication.

No

According to expected

- Mathematical skills (reasoning, presenting results, all type of math knowledge)

- Learning to learn

-Civic and social competences

- Digital tools skills

- Communication in English skills

- Collaboration

The idea of the project was simple but complete, ideal for a math class and for developing digital and communication skills.

The student ages (mostly 16) facilitated the design and progress of the project.

Very good. Objectives were fully accomplished. In their own reflections, students were aware of this.

As teacher, I agree they practiced their mathematical skills, their improved their digital and communication competences, and also gained in independence  to design, present and evaluate activities 

No

According to expected

- Mathematical skills (reasoning, presenting results, all type of math knowledge)

- Learning to learn

-Civic and social competences

- Digital tools skills

- Communication in English skills

- Collaboration

Students response and involucration to project

The idea of the project excited students from the beginning and volunteered to run the project

Very good.

They planned and organized their work almost every week. They worked fair and equally and achieved objectives of the project such as improving their competences in Mathematics, Technology, Logical thinking and Communication.

They really enjoyed working with partners from another country.

No

- Mathematical skills (reasoning, presenting results, all type of math knowledge)

- Learning to learn

-Civic and social competences

- Digital tools skills

- Communication in English skills

- Collaboration

Very good. Students were really motivated to perform not usual activities for a math class, to work with foreign partners and to solve the challenges.

They worked hard to develop the project and create the ebook.

No

- Mathematical skills (reasoning, presenting results, all type of math knowledge)

- Learning to learn

-Civic and social competences

- Digital tools skills

- Communication in English skills

- Collaboration