mercoledì 26 marzo 2008
The main pedagogical objective of this project is to help our students to exchange points of view about peculiarities in our cultures. Our students will focus on a particular colour(i.e. white, blue, green,etc.), on its meaning in the different parts of Europe as far as concerns landscape, architecture, food and culture altogether. They will also practise their ICT skills, use foreign language(s) and research on their own historical and artistic heritage. They will also plan a 7 days tour in their area as tourist guides.
Age group: 14-17 years old
Duration: about 1 year
ICT tools: e-mails, instant messaging, word files, image editing, web editing, audio & video
Subject: History, history of art, economics, geography, foreign language.
1. Getting started:
• agree on the main topic an students’ age
• agree on time lines and on ICT tools used in the project.
• suggest activities and exercises, which will enable pupils to fulfil the task assigned.
• decide on how the pupils have can carry on the project
1. pupils work on the project within their own school and, once published on-line, they share and discuss it with partners abroad;
2. they work on it with their partners abroad since the beginning;
3. they work individually, in pairs or in groups; pairs or groups are either mono-lingual, formed within the same school, or multi-lingual, within the partnership.
4. learn to use the publishing tools like the Twinspace or http://www.edu.fi/magazinefactory/http://liceogalilei.blogspot.com/ http://mdoria.livejournal.com/ o ICT tools needed for the project (word processing, email, digital camera and Internet); plan the guidelines and hands-on activities on the use of e-journal software for their pupils;
explain the way of working and the purpose of the project to their pupils. It is crucial to involve them as much as possible.
• Agree on Common colour to investigate,culture and environment related to it and an eventual planning of a tour
• get familiar with the ICT tools needed for the project;mails, instant messaging, forum, chat, etc. As collaboration tool they can use the TwinSpace to store their documents and files, start forums and publish web pages.
• get organized for information collection and collaborative writing process. They work with their classmates. With the help of their teacher, they are required to work in groups. Inside the groups decide on who will be responsible for which task (information collection, writing the draft, taking pictures, handling ICT tools, etc.)
2. Looking for information
Once students have agreed on the colour, they should start looking for information on the internet and taking photos to prepare a suitable itinerary for each country.
3. Collecting and classifying information
Students collect information about the colour and edit it on the web , working in a foreign language.
4. Organising the itineraries: Practical details
Pupils organise the practical details of the tour by using the internet:
5. Exchanging information
Once information is collected and organised, if necessary, students translate it into the common communication language with the help of language teachers and/or other assistants.
Students share the itineraries and the information in a shared workspace (TwinSpace) in the form of word files, PowerPoint presentations, pictures (.jpg or .gif), etc.
Each class reads and watches their partner’s itinerary (texts, images, audios or videos). They discuss this information, trying to find similarities and differences between the itineraries. This comparison should focus on historical, artistic and tourist industry features.
Students can also ask questions to the partner school about different details of the itinerary using the forum, e-mail
A web site in the project language and native languages which gives information and images on the itinerary. Clear historical and artistic information should be provided, as well as a detailed schedule with all the relevant information about means of transport, trips, hotels, visits, activities, etc.
If a student exchange is planned, the web site can include documents related to the visit such as diaries, images, video or audio files recorded in the itinerary. In this case, there is a broad range of possible activities: From a simple collection of pictures to a documentary which deals with historical or artistic matters and daily life aspects of the trip.
An exhibition of the different materials will be showcased at the schools. Information about both itineraries will be included.
• Students can work individually or in groups. Very clear tasks will be assigned.
• Students can search for additional information at school or local library.
• Students can draw different sorts of illustrations on the project.
• The project can be focused on different historical periods or artistic styles. The choice will be based on the history of the participating countries, trying to find common ground to elaborate a shared project.
• A student exchange can take place between the schools where each school will make a tour in their country for the other school.