edu

1. Dr. Zuzana Mészárosová
eTwinning seminar "Innovation in Secondary Education"
18 – 20 May 2023, Bratislava, Slovakia
METHODOLOGY FOR CREATING A GOOD ETWINNING PROJECT

2. Table of contents
• Survey: What affects the quality of an eTwinning project?
• eTwinning - an international project for school collaboration
in Europe
• General tips for achieving a quality eTwinning project
• Methodology for creating a good eTwinning project
• Group work - Quality indicators of an eTwinning project in
practical examples
• Kahoot
eTwiing

3. What influences the quality of an eTwinning project?
• Survey - Answer garden: https://answergarden.ch/3170446

4. e T w i n n i n g
• An ideal context for school collaboration in Europe
• 18 years of eTwinning - a shift in the quality of projects
• In management - school – a teacher- a pupil/ colleagues/partners
• In the forms of teacher/pupil communication, cooperation/collaboration
• In the use of ICT tools
• Connection and synergy with other projects – Erasmus+, other international
projects – Scientix, Europeana, EPAS, Euroscola, ...
• In the opportunities of teacher professional development and cooperation of
eTwinning teachers at the national and international level
• In the possibilities of dissemination of results
• In recognition of the quality and value of the school's projects - QL - quality
label, national and European eTwinning competitions, ETWINNING SCHOOL
eTwiing

5. What is e T w i n n i n g like ?
eTwiing

6. WHAT SHOULD BE A GOOD ETWINNING PROJECT LIKE?
Satisfied teacher
Satisfied pupil
Achieved results – students´ competences
Satisfied partners
Quality project outputs
FUN 
eTwiing

7. General tips for creating a good eTwinning project
● Engage a limited number of partners to ensure true collaboration. Projects with 20,
30 or more participants are not recommended. Involve at least 2-3 partners, in case one
of your partners fails, you can continue your project.
● In case you only work with one partner and that partner stops contributing, try to
find another partner. Note: if you continue the project yourself, it cannot be considered
eligible for the eTwinning Quality Label.
● If you are working on an Erasmus eTwinning project, use TwinSpace to collaborate
with your partners in online activities (before, during and after mobility). The
Erasmus+ project should have only one collaboration space.
● Apply for a Quality Label only when the Erasmus project ends.
● Work on a limited number of projects to have quality project outputs
eTwiing

8. General tips for creating a good eTwinning project
● Plan together with partners
● Distribute tasks evenly with partners - don't do everything alone
● Work with modern approaches, methods and forms, using various Web 2.O tools - internal and external
● Focus on collaborative project activities in international teams
● Involve your pupils in collaboration, evaluation and dissemination
● Encourage pupils to comment on each other's work
● Work on high-quality project outputs together with partners
● Involve your colleagues from your school in the project, thereby ensuring the project's
multidisciplinary character
● Ensure project complexity and security
● Don't be afraid of new challenges!
eTwiing

9. METHODOLOGY FOR CREATING A
GOOD ETWINNING PROJECT
12

10. QUALITY OF A GOOD ETWINNING PROJECT
eTwiing
SIMPLE
SMART project goals (Specific, Measurable, Attainable, Relevant,
and Time-Bound)
Project management
Reliable partners
Reliability of the relationship - teacher – pupil
Complexity:
Good project planning
Collaboration
Creativity
Achieving students´competences
Evaluation
Dissemination
Sustainability

11. Plan your project
* Decide the topic you would like to work on
* Look for possible partners in the partner finding forum
* Decide on the project and the teacher who will register the project
* If it is a European project, the two founders should come from different
countries
* Confirm, if possible, all the partners before registering the project
* Inform the pupils and parents and make sure you have the parental
consents (including pictures and video use) for the pupils to participate in
the project
* Agree and share a work plan and time schedule with all your partners
* Publish the work plan in your TwinSpace and modify the work plan if
necessary
* Plan your TwinSpace carefully.

12. PLAN YOUR PROJECT
Funded by
the European Union

13. HOW TO WORK ON A PROJECT TAKING INTO
ACCOUNT THE QUALITY LABEL FRAMEWORK
Criteria for Quality Labels:
● Collaboration between partner schools
● Use of technology
● Pedagogical innovation /approaches
● Curricular integration
● Results and documentation.

14. Collaboration between partner schools
● Collaborative activities go beyond communication: the partners are not just
recipients of information; they are team members, co-authors and co-creators.
● Collaboration means that both classes need the contribution of their
partner class to complete the activity.
● Mixed - nationality teams are a very effective best practice for collaborative
work. (small group from one class + small group from another class = mixed -
nationality team)
● Collaboration is not just putting together content that each class has created to
produce a common output like an e-book or an e-magazine.
● Collaboration is working together with your partners to create the different content
(e.g., a story, a magazine article can be a joint effort of a mixed-nationality team).

15. Collaboration between partner schools
● Strategies for coordination between teachers - A detailed work plan is agreed (e.g.
in the form of a calendar with the division of tasks).
● There is evidence that the teacher actively uses this plan to develop the project. The
roles and responsibilities of each teacher are clearly defined and can be followed in
the project work - deadlines are set.
● Strategies for online collaboration between pupils - Most outputs are the result of
contributions from groups or pupils from different schools.
● The outputs of one school are integrated into the work of another school, or are used as
a means to complete the partner's tasks.
● The result of cooperation activities, mainly in international groups, is a common
product - a tangible result).
● In the assessment of the project and the interpretation of this criterion, circumstances
such as age, context and educational needs of the pupils must always be considered.
eTwiing

16. COLLABORATION WITH TOOLS WEB 2.0
eTwiing

17. COLLABORATION WITH TOOLS WEB 2.0
eTwiing

18. Add a regular live element
Live sessions provide true student interaction and efficient use of
student-teacher time
* Plan webinars or live sessions that establish a culture of communication
* Plan a live session at the beginning of the project to get to know your
partners
* Plan live sessions at the end of each activity to reflect/evaluate/let pupils share
their thoughts and their experiences
* Provide pupils with questions to consider/prepare before the session
* Prepare short collaborative activities (games, quizzes) or plan a less
structured event.

19. Example of collaboration from the secondary school

20. Example of collaboration from a secondary
school project (colaborrative writing)
https://twinspace.etwinning.net/196703/pages/page/2202995

21. USE OF ICT
eTwiing
● Technologies are used to contribute to the achievement of
the pedagogical goals and some responsible functions of
technology
● The tools help to better support each other, support
interaction between project partners as well as content
creation.
● The integration of ICT tools offers opportunities for the
development of digital skills as well as the competences of a
digital citizen.
● They take privacy and security issues into account, and
partners use all copyright-free materials and resources.
● Managing the TwinSpace - not only the teacher but also the
students.
● GDPR, copyright and security, student photos with parental
permission.
● Agree upon the netiquette rules together with your project
partners and students and publish them on TwinSpace
● Age-appropriate tools are used throughout the project and its
activities

22. USE OF ICT – Twinspace management
eTwiing

23. Funded by
the European Union
USE OF ICT - SAFETY AND DECENCY COME FIRST

24. PEDAGOGICAL
APPROACHES
SETTING EDUCATIONAL OBJECTIVES
PEDAGOGICAL APPROACHES AND TEACHING PROPOSALS
Pedagogical approaches and teaching
proposals
● The teachers in the project have been using a variety
of pedagogical methods with their pupils to achieve their
objectives during the project such as posing driving
questions for the pupils for research and analysis,
organizing collaborative teamwork, allowing the pupils to
choose the ways to find and display information, etc.
●The objectives should be specific, measurable,
relevant and achievable and not abstract and time bound
● The planned activities encourage the autonomy of the
pupils, and many creative ideas are put into practice
L'-iVf: >. .110.7*
Twinning National
>/o
QUALITY LABEL
MEASURABLE
Quantifiable objectives.
ACHIEVABLE
Realistic and attainable objectives.
RELEVANT
Actual, pertinent in the context of school and students.
TIME BOUND
Clear time frame, reasonable deadlines.
VARIETY OF PEDAGOGIC METHODS
That encourage active, autonomous learning.
S TUDE N T C E N TRE D
Students are actors in the process of learning aid creating products
IN N OV ATION & C RE ATIV IT Y
New and creative use or combining of pedagogical methods and
techniques
Twinning
BFunded by
the European Union
S P E C IFIC
Clear, and simple

25. Objectives of the project
●SETTING OF EDUCATIONAL GOALS
● The goals are clear and simple
● They are directly related to the topic, content, activities and results of the project
● They are oriented towards the development of skills and competences
● Project results quantifiable
● In the project there is an evaluation of the results, which reflects the degree of
achievement of the objectives
● They take into account the context of your school, the age of the pupils, the time
available and the resources allocated
● The goals are up-to-date
● Goals represent appropriate challenge for you and your students
● They are reasonable, taking into account how long the project will occupy you and
your students
● You should set a deadline for each goal
.
eTwiing

26. PEDAGOGICAL APPROACHES AND TEACHING SUGGESTIONS
● A variety of useful teaching methods and techniques are
available
● They are in the harmony with the project goals
● They support active independent learning (gathering
information, comparative work, problem solving,
collaborative work and creation, etc.)
● They are organized and used in an innovative way (e.g. the
CLIL method)
● The student is in the centre of the project
● You plan various activities that allow students to work
independently and make decisions, think critically
● The project allows students to be actors in the learning
process and product creation
.
eTwiing

27. Example from Secondary school project
-
Funded by
the European Union

28. r CURRICULAR INTEGRATION IN ONE OR MANY ^ .
SUBJECTS
Activities derive from curricular objectives and contents
an different subjects.
Curricular integration in one or more
subjects. The project work is based on
the school curriculum and syllabi. The
main part of the project work performed
by pupils is done during school time.
MULTIDISCIPLINARY APPROACH
The project outcomes are a result of collaboration between
different subjects, thus teachers plan and monitor the
multiaspectual learning and creation of multidisciplinary products
that can take different forms (song, poem, story, drawing, poster,
video clip, experiment etc.).
r KEY COMPETENCES KNOWLEDGE, SKILLS AND ^
ATTITUDES
The project objectives and activities envisage the development of
skills and competences (for example one or several competences
from the European Framework).
Multidisciplinary approach
Key competences knowledge, skills
and attitude
Funded by
the European Union
CURRICULAL INTEGRATION

29. INTEGRATION INTO THE CURRICULUM OF ONE OR MORE SUBJECTS
● The project contains the objectives and content of the
curriculum
● The project is expected to be part of the official
educational planning of the school or class in some way
● MULTIDISCIPLINARY APPROACH
● You collaborate with colleagues at your school in the
implementation of an eTwinning project
● You work with partners who teach different subjects
● The project includes various subjects
● And thus, a multidisciplinary approach is reflected in the
content and objectives of the project
● KEY COMPETENCES (KNOWLEDGE, SKILLS AND ATTITUDES)
● Competences and skills are an essential part of the project
and thus the content of the project, its goals and activities
are related to key competencies and skills
eTwiing

30. Example from secondary school project
.

31. r ACHIEVEMENT OF THE SET OBJECTIVES . ACTIVITIES ^ AND
OUTPUTS
MEETING OBJECTIVES
The objectives set at the beginning of the project are met There
are tangible results.
Achievement of the set objectives,
activities and outputs
PROJECT EVALUATION
ANALYSIS
There is a continuous evaluation throughout the project
Evaluations from the teachers and the pupils are visible and
analysed.
DISSEMINATION
The project was disseminated outside the classroom - in school
community, country via events, social networks, local or national
media (newspapers, TV, Internet school blogs, sites, channels).
Funded by
the European Union
Project evaluation
Dissemination

32. RESULTS AND DOCUMENTATION
●ACHIEVING OF ESTABLISHED GOALS, ACTIVITIES AND
OUTCOMES
● The goals are set at the beginning of the project work
● You clearly document the process of achieving goals vy
your project activities, collaboration
● PROJECT EVALUATION
● You evaluate all project activities - ongoing evaluation:
polls, answergarden, ...
● Final evaluation: Google forms, ... SWOT analysis)
● Evaluation results from students and teachers are visible in
the TwinSpace
● You incorporate the opinions of all participants
● DUSSEMINATION of the project outside the classroom, to
parents, wide public, local and national newspapers, local
TV,Open days, ...
eTwiing

33. Provide feedback
Good feedback is always where the learning happens!
* Motivate students to comment on each other's work
* Update the project with the new activities introduced or the ones
accomplished and ask students to comment on their experience there
* Integrate assessment activities not only in the end but throughout
the project
* Polls/surveys can be used to get feedback from participants.

34. RESULTS AND DOCUMENTATION - FINAL PRODUCT

35. EXAMPLES OF EVALUATION AND DISEMINATION
eTwiing

36. GROUP WORK
YOU ARE DEVIDED INTO 4 GROUPS:
TASK:
As a group, design practical examples of effective project collaboration and
interactive activities using specific Web 2.0 tools. Take into account the
individual quality criteria. Write your group work to this shared document -
https://docs.google.com/presentation/d/12vQAWBiXBuaTk_qn_kmlgBNW
8Hzh0fricMvYzZSf0OI/edit?usp=sharing or you can find it in ESEP platform:
https://school-education.ec.europa.eu/en/etwinning/projects/etwinning-
seminar-innovation-secondary-education-bratislava-slovakia-18-20-may-7
You have 10 minutes for group work and and then the group rapporteur
will present the results of your team work.

37. Let´s play with Kahoot
Play eTwinning Kahoot – go to www.kahoot.it
https://create.kahoot.it/share/etwinning-kviz/c3cc1b0f-4823-
42a0-8ca2-3794c156e584
eTwiing

38. DON´T BE AFRAID OF NEW CHALLENGES!
GOOD LUCK IN ETWINNING!
A LOT OF GOOD ETWINNING PROJECTS :)
meszarosovaz@nextra.sk
eTwiing