HERE MY OPEN ETWINNING MOOC BADGE! VAMOS!

Open eTwinning (1st edition) - Twinmooc

Owner of this badge participated in MOOC INTEF ´Open eTwinning (1st edition)´. Edition May 18th – June 29th 2016. Competences: he/she knows and manages the basic tools of the eTwinning platform; analyzes his/her own teaching practice, detects aspects which might be subject to improvement and decides where and when implement innovative methodologies; he/she applies concepts of educational innovation to project planning and designs eTwinning collaborative projects.

ASSESSMENT IN ETWINNING

COAST TO COAST ROAD MAP PROJECT: ASSESSMENT 

STEPS

What does the teachers
 
Create a forum on twinspace where they can verify teaching and learning activities and discuss about timing of the single step of the evaluation.

- Check and share with the class all the "products" realized.

- Each teacher starts a recognition of critical / strengths in the line of duty and in reference to the delivery date.

- Provides for formative and summative assessment tools is deemed necessary to implement to ensure and consolidate the learning and development of skills  

What does the students

- Self-assessment of the work in their classrooms and in their groups.

- Peer group work on twinspace.

- Summative testing on key concepts and share the results in videoconference in etwinning live.

COLLABORATION IN ETWINNING

COAST TO COAST ON THE ROAD PROJECT: Collaborative activities

LOGO CONTEST

OBJECTIVE
Give common identity to the project. So the first activity of the project "Coast to coast Road Map" is create a logo.

STEP 1:
Meeting on line with eTwinning live between teachers to timing and the regulation of the contes.

STEP 2:
Opening a forum on twinspace for students where they decide the most important message the logo must have.

STEP 3:
Create a padlet where all students can publish their logos.

STEP 4:
Create a fb group for contest to vote  the best one with likes and comments.

A flipped classroom project

Coast to coast road map
AIMS OF THE PROJECT
This project want increased knowledge of the places, the history, the traditions of the territory of the Countries on the coast, designing a tourist route to be proposed to hypothetical tourist groups. STEPS History: knowledge of the essential elements about the history of the 4 different On the Coast Countries Letters: reading of a passage of the authors of the Grand Tour Food and Wine: typical dishes of the period Foreign Language: knowing explain simply the history and characteristics of the monuments Law: Article 9 of the Constitution (protection of artistic heritage) and constraint of an architectural well.
KEY WORDS
Progettare un percorso turistico e saperlo esporre
LEARNING METHODS
Etwinning Live, Flipped classroom, peer tutoring, group work
Types of groups			mixed groups composed by 4 different countries
HOw ACTIVATE THE INTEREST AND CURIOSITY OF STUDENTS:
Typically this is done by throwing a challenge that can be to ask a question to be answered or a problem to solve, or a search to be made, a case to be analyzed in an engaging and motivating.			Use google map with the class for identifying the geographical locations of four coastal countries. I intend to activate the class with a first question that brings about a reaction of the students, followed by a second that allows to clarify the status of naive knowledge of students and to represent the urge to go to deepen the study of the territory: 1) Tourism is still the dominant economy of the coastal countries? 2) "Why should a tourist to keep coming in coastal countries?"
BEFORE THE LESSON
What does the teacher			What does the student
PREPARING THE MATERIALS LINKS TO WATCH THE MOVIE AT HOME (Rai Educational: The Grand Tour) TASKS ASSIGNED TOGETHER WITH THE VISION OF THE MOVIE Completion of a dialogue, in a foreign language, inherent to the description of a missing monument of key words
DURING THE LESSON - step 1
What does the teacher Step 1: Control of the tasks assigned together with the vision of the movie. The teacher turns between the groups, check that all students have done your homework, it facilitates			What does the student peer review of the facts homework and processing of a single version of the task to be delivered to the teacher
DURING THE LESSON- step 2
What does the teacher Phases: Identification of the target and the season, the route definition, search for accommodation, search for the carrier, the transfer research, research and production of material relating to the monuments included in the itinerary.			What does the student Students of 4 countries: identify the target on the basis of: age, education level, religion, economic resources, and identify the season by: best climatic conditions and costs. Each group reports on its results to get to identify a single target. The same groups: defining the tourist-gastronomic route with its points of interest, trace your route on a map, defining the times
Focus of the lesson: Teachers form the groups, guiding research, check and correct the material, help material selection The teacher makes students participate in the entire process and supports them in both their personal and group processing. The teachers guide outside the school the groups along a part of the path for the realization of the video			The students of the 4 countries work in groups and seek accommodation according to the following criteria: 1) the style, 2) costs, 3) the location, 4) availability researching the carrier based on the following criteria: 1) the price, 2) departure airport, 3) times. Research of the transfer according to the following criteria: price.  A group of three students: seek information regarding the history, architectural features, possible reuse / enhancement of heritage.      Production of a video to promote tourism
ASSESSMENT -  step 3
What does the teacher What verification activities of learning conclude the teaching activity - Visiona and share with the class, the "products" made - Initiate an action of reflection and recognition of critical / strengths in the line of duty and in reference to the delivery date. - Indicates which of formative and summative assessment tools is deemed necessary to implement to ensure and consolidate the learning and development of skills			What does the student - Self-assessment of their work within the group; - Self-assessment of the work carried out in their group. - Peer group work on twinspace - Summative testing on key concepts highlighted by the comparison in plenary.
Major strengths			Possible reconciliation of teaching skills to the school time more and more restricted. High degree of customization of the implemented paths Construction of interactive lessons and cooperatives at the center there are the pupils themselves. Enhancing the technological and language skills of teachers and students
Points of weakness			Connectivity and compatibility of the use of common spaces. hourly compatibility of the different teachers involved.