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ETWINNING PROJECT

* MANDATORY

• Project title, teacher name, school name, city, country*

|Project title: Erasmus+ KA2 “Who is Knocking at my door?” |

|Teacher name: Antonella Lai |

|School name: “Charles Darwin” |

|City: Rome |

|Country: Italy |

|(Key Action: Cooperation for innovation and the exchange of good practices |

|Action Type: Strategic Partnerships for school education) |

• Partner schools (name, city, country)*

|Charles Darwin, Rome, ITALY .it |

|Geniko Lykeio Argalastis, Argalasti, GREECE lyk-argal.mag.sch.gr |

|IES Radio Exterior, Alicante, SPAIN iesradioexterior.edu.gva.es |

|Kogeka 8, Geel, BELGIUM |

|Lycée Jean Bouin, Saint Quentin, FRANCE bouin.lyc.ac-amiens.fr |

|Stadtteilschule Poppenbüttel , Hamburg, GERMANY stadtteilschule-poppenbuettel.de |

|Tuna Anadolou Vocational High School, Istanbul, TURKEY mebk12..tr |

|Uddevalla Gymnasieskola Agneberg, Uddevalla, SWEDEN gymnasiet.uddevalla.se |

• School year of the project*

|Start Date: 01-09-2014 |

|End Date: 31-08-2016 |

|Duration in months: 24 |

• Main subjects*

|Subjects: Migration, Early Leaving School, Racism, Stereotypes, Tolerance, Acceptance of differences.  |

• Language *

|English and National languages |

• Age and total number of involved pupils*

|Average age: 15/19 year-old |

|Number: officially 15 students each partner country: total 120 students |

|Please consider that, for example, in Italy worked on the project more than 15 pupils as many of them couldn’t join the partner’s meeting abroad|

|even if they were actively involved in the whole organization of Rome activities. |

LINK TWINSPACE*

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LINK Pictures or video

Please insert URL or link to video (YouTube, Vimeo, etc) or photos repository (Flickr, Picasa, etc.)

|9 folders: tot. 20 videos at |

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|some examples linked on twinspace and you tube |

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|8 folders: 176 images at: |

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|9 folders: tot. 59 files…(posters, essays, PPTs) |

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OTHER LINKS

(Blog, Facebook page or other social network, online news, Dropbox, Google Drive, etc.)

|Blog (videos, posters, essays and presentations) at: |

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|for examples |

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|Face Book page: |

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ABSTRACT (200 characters)*

Write a brief report about the project and its results: issue, goals, activities and personal experience. It must be the summary of the three sections you find below.

|Main issue of the project was to draw students’ attention to the value of cultural diversity, raise awareness on tolerance towards |

|migrants, and invite students to integrate themselves into the societies in which they now live - learning about the culture a person |

|lives in. Teaching tolerance, diversity, and multiculturalism helps children broaden their awareness and self-esteem. The main aim was|

|to promote respect, diversity and acceptance of others. The project encouraged and taught how to work corroboratively with pupils from|

|other countries, in a non-formal learning environment, explore different civic rights and responsibilities in order to understand the |

|importance of human rights, the consequences of intolerance and discrimination, the freedom of individuals/communities and to become |

|aware of a European sense of citizenship and tolerance, gaining valuable life-skills. All our activities were student oriented and |

|could be only accomplished with their participation. Planned before every meeting, they included: the starting logo creation, |

|discussion, survey, case study, posters, PPT presentations, workshops, promotion of ICT, excursions, museums and archeological sites |

|visits, international folk dance and song team. My personal experience was definitely positive and motivating. Communication, ICT and |

|English language skills of both students and teachers were strengthened. To be involved into an Erasmus+ project has given value to |

|the multiculturalism of the school. It has had positive outcomes in term of visibility and image in the school boundaries of the |

|city. It still represents a bridge between different cultures and school systems and has fostered teachers’ collaboration, friendship |

|and exchange of competencies/resources. |

PHASE 1 – PERSONAL MOTIVATION (600 characters)*

The teacher should highlight the reasons which have brought him to work with eTwinning, emphasizing the personal and educational point of view. The teacher should underline the impact eTwinning has had in his/her working environment, in the daily routine and in the relationship with the Headmaster, colleagues and students, in addition to his/her motivation and his/her professional development.

|Before starting to work with eTwinning I was looking for a change of the formal teaching approach and for a more supporting |

|educational environment. This project has widened my professional experience and fostered alternative, non formal teaching methods. |

|Based on collaborative experiences, it has had a lasting effect on my personal career in terms of increased motivation, improved |

|communicative skills and better ICT competences. From an educational point of view eTwinning can be considered a community linked on |

|line that encourages all schools in Europe to form collaborative partnerships. Using many forms of communication technology and |

|sharing educational projects and diverse teaching methods it is actually a tool to be used as a ‘bridge’ to Europe. It offers, to the|

|teachers involved - including the Headmaster - and to the pupils a chance to be more open-minded, adaptable to varied environments and|

|to test oneself with new ways of performing traditional tasks. Generally speaking I have witnessed a change in the students in terms |

|of increased self-esteem and confidence. Taking part to our project has brought new motivation and interest, and, in almost all the |

|students involved, also enjoyment towards their learning. All in all I think that they have become better prepared to face new |

|challenges of everyday life. I believe in some unique teaching aspects proposed by the eTwinning system such as: cooperative |

|learning, learning from experience, non formal teaching methods, fostering ideas, proposing dynamic initiatives, a highly professional|

|working level, making the hard work load of teaching and learning fun, connecting and sharing inter-school activities in Europe. |

|Personally this experience helped me in developing my own pedagogical skills. I experienced a constantly closer interaction of all the|

|pupils and staff involved and this was essential for the successful outcome of the project. At each partner meeting the students had |

|the possibility to be in contact with people from different backgrounds and cultures. The experience of being in direct contact with |

|another person, young or not, and of learning about different ideas, languages or exchanging opinions had the positive feedback of |

|enhancing and improving their ability to create effective interpersonal communication. The latter is an essential issue nowadays and |

|gaining a better awareness of the cultural differences between individuals strengthened relationships based on respect, diversity and |

|acceptance of others. I witnessed among the pupils, as well as the partner teachers, feelings of true acceptance, respect and |

|validation of the other and this was one of the best achievements of the whole project. |

PHASE 2 - TEACHING – Description of activities (600 characters)*

The teacher should describe the goals and the project’s phases, highlighting the innovation brought about eTwinning project, the description about partners’ collaboration, the methods and the methodologies used to involve students and the applied technologies. It is also required to provide with a description about organizational phases carried out by teachers during planning stage.

|The main aim of this specific project was to promote respect, diversity and acceptance of others. The project encouraged and taught pupils |

|how to work corroboratively with pupils from other countries, in a non-formal learning environment, explore different concepts of civic |

|rights and responsibility in the purpose to learn to uphold the rights and freedoms of individuals and communities and to become aware of a |

|European sense of citizenship and tolerance, and to gain valuable life-skills. Through the activities the students first learned how to |

|identify themselves, then face prejudices and stereotypes and finally overcame them. The project helped pupils: to raise awareness of the |

|effects of our own behaviours on others; to see how other cultures affect our understanding of diversity; to learn from differences and see |

|them as a positive thing; to define themselves and see others as unique people; to discuss on intolerance; to learn about history, cultural |

|changes and reasons for immigration; to acknowledge the importance of foreign language learning as a way to get access to other cultures, |

|people and countries, and as a way to achieve better international understanding; to look for information using ICTs; to promote tolerance |

|towards people of other nationalities, religion or races and towards the elderly people; to stimulate creativity; to work in groups |

|collaborating and being responsible of their individual tasks; to show respect towards other people’s culture and opinions. |

|The aim was to create an environment where all members were capable exercising critical thinking and working toward an inclusive school |

|environment. Emphasis was given to the active participation of students in every single step of the project and their energetic involvement |

|will remain as lifelong skills. Pupils from socioeconomically disadvantaged areas and disadvantaged students were especially encouraged to |

|participate in the project. We believe that they made use of the good opportunities offered by the European Union and become more mature |

|"European" citizens with and understanding of European and global issues. |

|- Activities: the following activities took place in each study visit: |

|Presentation |

|Educational film |

|Seminar |

|Round table discussion |

|Questionnaire on the subject |

|Case study |

|Guest speaker/s |

|Project Forum /Wall for discussion |

|Workshop Creativity |

|Trips - introduction of tangible/ intangible cultural heritage |

|Survey |

|Workshop Game |

|Workshops International Choir |

|Workshops International folklore team |

|International evening |

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|Participants prepared presentation on study visit's topic. These presentations gave students the chance of searching and learning about the |

|project topic deeply. Seminars were given to share experience and knowledge by both specialists and people who had experienced on the |

|topics. These seminars gave detailed information about the topics to students, families and teachers. Project Forum/Wall for discussing |

|allowed visitors to submit their own barriers, concerns or ideas. Questionnaires - after collecting all questionnaires, data were |

|transferred into pc graphics to be better valued and will be reported on the project blog. |

|Games and Creativity workshops were used to raise awareness of the effect of our own behaviour on others, students and staff. Trips |

|activities were a means to get information about the country visited, on both natural and archaeological interesting sites. Promotion of |

|these places and their traditions were done through publishing in media and blog. Host countries prepared: traditional food and drink; |

|typical music and dance performances; entertaining games for international evenings. International Folklore team and International choirs |

|were created with the participation of all guests and host students. They learned a song and a folk dance of the host country and performed |

|them at the international event. |

|During the project the participants prepared workshops about relevant topics. Each school participated in several project visits which |

|brought together students and teachers from a number of participating schools. During these visits the students discussed and evaluated and |

|the content of the previously prepared material. Field trips enabled students to visit historical and archaeological places of interest. |

|IC- Students and teachers were encouraged to work on certain tasks, using different approaches, into a non-formal learning environment, |

|developing and practicing competencies such us their personal-interpersonal attitudes, linguistic, artistic and ICT skills, in order to |

|fulfil the aim, objectives and purposes of their participation to the partnership. We tried to combine the outdoor education and e-Learning |

|environment into the m-Learning (mobile learning) culture. This helped to overcome the idea of stereotype. |

|Planning- The cooperation and communication were both on horizontal and vertical levels: students-teachers in their schools, and |

|students-students, teachers-teachers, students-teachers in the countries involved. Each school had an Erasmus+ team, whose activity was |

|coordinated by a coordinator-teacher. The coordinator monitored the distribution of tasks between the students and teachers. Since our |

|partnership's work was based on developing sub-projects, we had sub-project's managers. They built their international teams and verified |

|all participants were active. Deadlines were followed up by each subproject's manager and the main project coordinator monitored progress |

|and deadlines by informing other members about any issues or changes. Each school took role as host and organizer for different events |

|within the project. All those engaged in the project continually kept in touch with each other by phone or Internet (mailing, chat, online |

|conferences). Each local coordinator respected the periodical online meetings. Any disagreement, delay, lost communication was dealt by the |

|project manager by keeping everyone informed about the situation, to keep the work going. We did not experience any particular problem. The |

|only problem that we had to face was due to the different national school calendars and agendas. |

|Collaboration- Project’s activities were planned by all the partners during the application form filling. Turkish school as the project |

|coordinator was in charge with the management, kept all the communication and collaboration channels open, managed eventual obstacles and |

|monitored the fulfilment of each partnership's activity. As our international team was composed both from schools/teachers, who were |

|newcomers into Erasmus+, and schools/teachers who had some experience into eTwinning and Comenius working frame, the experienced teams |

|supported the newcomers team to avoid the possible project's development imbalances. All schools were equally involved in all stages of |

|partnership’s activities’ development: planning, implementation and evaluation. Before starting each activity and based on a common |

|agreement, the coordinator distributed to each school's project manager written task responsibilities, and established deadlines according |

|to the work calendar. Coordinators of each school distributed the tasks to each member of the schools involved and monitored the |

|accomplishment of all activities. |

PHASE 3 - RESULTS – Outcomes description (600 characters)*

Please describe project’s goals, according to their influence on students, teachers and school environment, highlighting, with particular reference to the theme of the conference, the educational benefits for teaching and learning and the value produced by the exchange with the partner.

In this phase, it is important also to underline influences brought to the school and its staff (exposure, development, exchange, and internationalization) and the involvement of external participants as parents, colleagues, companies, institutions, associations and organizations, etc.

|Our project achieved: 1) Positive changes: tolerance education for sustainable future seeks. It recognized contextual socioeconomic |

|problems, promoted positive behaviour, a sense of responsibility, national identity, social justice, as well as gender, class and |

|economic equity. It had positive results on changing stereotyped behaviours. 2) Life-long: learning is a life-long activity. Students |

|who took part in this project had an experience that they will never forget and affecting their life-long learning approach. 3) |

|Holistic: "Who is Knocking At My Door" helped our students to recognize prejudice and discriminatory behaviours, to exercise critical |

|thinking, to adopt responsible relational behaviour which is learner-centred and holistic. It recognized the potential for teachers and |

|students to learn from each other. 4) Integrative: our project promoted the integration of content and processes related to society, the|

|social environment and the economy, within an inter-disciplinary context; enabling individuals to make connections between personal, |

|local, national, regional and global fields. 5) Systemic: students gained respect towards other people’s culture and opinions, learned |

|how to deal with critical issues as well as inter-relationships, taking into account their social and historical contexts. They dealt |

|with issues related to development of population well-being, health, peace, human rights, democracy, tolerance, stereotypes and |

|prejudices. They promoted opportunities for democratic participation at all levels. 6) Relevant: lives and livelihoods of learners and |

|of the society were discussed. Besides it built bridges between learning and real life, including the development of skills and the |

|inclusion of hands-on activities. It analysed successful traditional practices and programmes. 7) Action-oriented: learning is precursor|

|to action. Self awareness education for Sustainable Development encourages self-motivation, and is pro-active rather than reactive. |

|Students had responsibilities during the all phases of the project, which made them active participants in the group. 8) Dynamic: our |

|project encouraged pupils to research and to collect data to enable planning, guide educational activities and develop research |

|competencies. In doing so, educators and students used at best the most appropriate technology. 9) Respectful: our project, via cultural|

|diversity awareness education, encouraged respect for and care of their own country, taking advantage from the learning possibilities |

|offered by culture, heritage, oral traditions and traditional knowledge systems. 10) Temporal: we tried to achieve a look towards the |

|future, learn from the past and consider the present. 11) Ethical: our project helped to develop ethical considerations, including |

|consideration for all forms of life on the planet, with a view on improving standards of tolerance and respectful behaviour. 12) |

|Sustainable: our project promoted sustainable human development, work-related learning and life skills. By stimulating the motivation |

|for learning, pupils became able to find differences and similarities between partner countries and learned how to promote respect for |

|cultural diversity in order to live peacefully together in the united Europe. 13) Dissemination: our projects main target groups were |

|students and teachers. We also targeted families, local citizens and anyone we could reach. Within the partners, during the meetings, we|

|had project corners in every partner school to inform other students and teachers by means of posters to disseminate the project in the |

|school. Outside of our partners we used different ways to disseminate our project: - seminars targeting families and local communities -|

|small products like handbags, notebooks and key holders with the logo and name of the project had been prepared for seminars’ |

|participants - local media, especially papers, had been used properly (in every country our project was promoted on local papers) and it|

|was on national and international TVs and papers. |

PICTURES*

Please attach at least three pictures about teacher working with his/her class (with reference to privacy law, pictures must not contained portraits of underage persons)*

[pic] [pic]

Rome students guided walking tour - Student guides at Foro Romano

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Singing typical songs performance

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Rome, Turkish dance preparation Istanbul, students typical dance performance

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Rome, Spanish Steps underground for the walking students guided tour

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Students PPT on national myths and heroes

[pic] Tivoli, Rome, Villa D’Este – water throw

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Students PPT presentations on empathy, prejudice and discrimination Hamburg

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Uddevalla, Sweden workshop Geel, Belgium

[pic] [pic] [pic] [pic] Lille, France

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Rome, at Darwin school dancing Tarantella and Pizzica

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