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TASTY CLIL 2.0 is an innovative eTwinning project between Spanish and Italian schools participating in an Erasmus KA1. This is a multidisciplinary project aimed at pupils aged 6-12 which effectively combines CLIL methodology and project-based learning together.
Yolanda Egea, eTwinning ambassador and coordinator of the project at the San Miguel de Armilla (Granada) Early Education School, describes each of the stages of this project.
Tasty CLIL 2.0, a PBL project using eTwinning
Schools pose new challenges every year in response to the proposals of the European Commission regarding the “framework for the Development of Digital Competence in Europe”. In addition to this subject, we must add the interest in implementing CLIL methodology at bilingual schools and in developing skills and abilities for basic competency development.
eTwinning is one of the best alternatives to implement projects in classes that are full of practical life and integrated into our curriculum and Europe open.
Pupils at the San Miguel de Armilla Early Education School have worked on a project in this Tasty Clil 2.0 course that has opted for CLIL and PBL methodology, project-based learning through safe, critical and creative use of ICT to achieve objectives related to research and the creation of learning around the subjects of food and citizenship.
The project came about initially through a friendship between teachers interested in innovation through teaching, the Expo Milano 2015, project, involving inclusion and active participation of our students in society. This is why we considered digital competence as a crosscutting issue that would allow us to acquire other key competencies (linguistic, mathematical, learning to learn, social competencies and, above all, personal initiative).
After thorough planning and a bulletin board on Apps and collaborative platforms through Skype, internal messaging, social networking and collaborative documents, these tasks performed by students appeared, published with different levels of privacy according to the content:
In each of the tasks performed we’ve paid close attention to areas that go to form digital competence:
1. Information: Pupils had to identify, locate, retrieve, store, organize and analyze digital information and select its suitability depending on the purpose of the task.
2. Communication: The aim is to promote communication in digital environments, share resources via online tools in Twinspace and other platforms, collaborate through digital tools, interact and participate in communities and networks such as Kidblog, shared documents using Google Drive.
3. Content and creation: The project hasn’t worked with materials from other existing authors, but has encouraged the creation and editing of new content, such as word processing for images and video using digital tablets belonging to the Granada primary school and the Regional Government of Andalusia. This methodology has ensured that students integrate and reuse previous knowledge and content to produce creative expressions using English and multimedia products. Although they’re 6th year primary school children, they’ve also learned to program using the structure of html insertion codes in the blogs and TwinSpace. We’ve worked on the importance of licenses, in our case the CC Attribution-NonCommercial-ShareAlike 3.0 License and advised pupils about finding images and videos by respecting copyright.
4. Safety: Child and data protection in accordance with safe use of the Internet has been a key point throughout the project. For this reason, all images used are authorized by the families and guardians of the pupils through an agreement on their use.
5. Problem-solving: pupils have used different resources and digital tools and this has led to them to take decisions depending on the purpose and content intended for each task. Hence, the use of technology, problem-solving, through research, the need to know and an attitude of cooperation have been important pillars for each of the tasks.
The assessment was conducted in parallel with the project as the various proposals were being made. The teacher’s role has become that of an advisor, using positive feedback to motivate students to continue working with enthusiasm. This assessment continues to encourage constructive criticism and a work-based philosophy: to obtain a good final product it’s necessary to check, modify and approve throughout, with the guidance and inputs available for improvement. The final self-assessment, both for pupils and for teachers, has been carried out through a Google form, created collaboratively among teachers according to project tasks, tools and platforms used and assessment of eTwinning to give it continuity at the school for the following year.
An example of the process that involves one of the Tasty CLIL 2.0 tasks is summarized in the following steps:
1. Select some healthy snacks.
2. Prepare the recipe in English easily.
3. Post it on our Kidblog pupils blog.
4. Forward this information through the project Twinspace.
5. Record a video with tablets of pupils preparing each of the recipes.
6. Upload these final videos to Twinspace to share.
7. Select two recipes from our Italian partners.
8. Prepare these recipes in class and record videos of the final product again.
9. Skype and”chats-rooms” on the experience among pupils.
10. Final assessment through a collaborative Google document.
Once again, following very positive results in learning and development of pupils’ skills and abilities, we’re committed to the development of new eTwinning and PBL projects because they show innovation, methodological change and an adaptation of the education system to the current features of the 21st century.
Links of interest:
Tasty Clil 2.0 Twinspace:
eTwinning in the Learning Station class blog: http://elperchero3.blogspot.com.es/search/label/eTwinning
Access to the project ebook:
Bulletin board on Pinterest Apps and Collaborative Platforms and CLIL:
Image source: Photos taken from TS, Pinterest and Tasty CLIL 2.0 blog