Here are some examples of good practices for Pre-primary and Primary education for each of the six existing evaluation criteria used for awarding National Quality Labels to eTwinning projects.
The International Communicative Twins project is being carried out in the current 2015-2016 school year between two partners, the teacher Juan Alberto Galván from the Montpellier School in Madrid and his partner Roisin Ni Dhonncha from the Le Cheile Secondary School in Ireland.
The first activity proposed in the year-long project has been to get to know the cities of the partner schools. This activity was carried out in several phases during the first term of the year, and has been a true collaborative effort between partners.
Pilar Antolín Sanz, miembro del Servicio Nacional de Apoyo eTwinning, nos describe en el siguiente vídeo las distintas formas de reconocimiento de la participación en proyectos eTwinning. Continuar leyendo
Assessment is important, as we all know. Good assessment helps us to know if we’ve achieved our goals and what points we could improve. In fact, assessment is a great support in learning, for both the teacher and the pupil. So, when planning a project we must also include assessments from the start.
If you are participating in an eTwinning project, it comes to an end and you think the objectives have been achieved, ask theappropriate educational authorities to recognize that participation in hours or credits.
The ideal starting point in designing an eTwinning project is to start at the end. As if it were a trip, you have to set your destination before deciding the stages; the tangible result we want to achieve before making decisions about the steps that will lead us to it. Continuar leyendo
For the vast majority of teachers, eTwinning is identified with technology. Indeed, activity at various levels of the platform is based on the use of technological tools. However, we should not forget that eTwinning is, above all, an educational programme. Continuar leyendo