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organization - tasks part F

PROJECT IMPLEMENTATION

F.1. DISTRIBUTION OF TASKS

Please explain the distribution of tasks between participating institutions and the competences required from each of them. Also explain how you will ensure the active involvement of all partners in common partnership activities (Distribution of tasks: Who does what, by when? What roles will the organisations assume(coordinator/partners)? The project idea was born in an eTwinning project built as a implementation of a Comenius project in which some schools were involved.The Twinspace was set as the space where a new Comenius project has to be elaborated, using mainly wiki documents. In this way, all schools have been involved in the formulation of the project , in preparing the activity schedule and in planning .Some headteachers are directly involved in the project planning to ensure the involvement of the whole school communities. The project envisages a constant exchange of ideas and experiences between students from each partner school in form of twinning classes and the final products will also be the fruit of active collaboration between all the partner schools that will maintain regular contact with each other throughout the project through the exchange of e-mails, common work on the digital platform of Twinspace, the publication of progress reports and results on the partnership and the organisation of videoconferences. Each school will also be responsible for establishing and maintaining links with the local/national press in order to keep the public informed of the initiative as well as for involving the local authorities in the promotion of the project outside the school. In each school there is a coordinator and a Comenius group to plan the activities, organize the endings, stay in contact with other groups in partner schools. The school Iqbal Masih in Rome will be the coordinator of the project activities,acting in contact and cooperation with all the coordinators. Teachers will meet in project meetings at least twice a year. During meetings they will jointly evaluate the collaboration and share the impact of the project on each school to decide next steps; they will also analyse and evaluate the achievements and results. Each partner school will host a Project meeting that can be a general meeting or a group meeting, working on a specific topic. ICT competence are required to each partner: in particular classes and teachers should have free access to Internet connection. Mutual class exchanges wil be organized: some classes will visit other schools. In particular Italian schools will organize classes travelling to other partners schools as whole class trips. Some other schools will have smaller groups of pupils joining in visits to partner schools

F.2. COOPERATION AND COMMUNICATION

Please explain how effective cooperation and communication between participating institutions will be organised. Each school can access to internet resources in the school laboratories and/ or in the classrooms. Teachers can stay in contact also from home, to exchange e -mails and work on digital platform.We will use the tools offered by E-twinning platform: the e twinning space, blog, forum. We will also use platforms as Flashmeeting or Skype to meet other partner schools and staff trough videoconferences. We plan to organize cooperative e-learning settings, such as virtual classrooms, digital platforms, discussion forum and blogs, where students and their teachers will discuss and share ideas, solutions and problems, exchange materials, videos, conferences, letters, drawings. Teachers will collaborate constantly exchanging feed backs and reports on activities, using digital platform tools and e- mails, videoconferences . Each partner will have a coordinator who will stay in contact with the other coordinators, ensuring to maintain regular exchanges ( at least a mail per week) All partners will contribute to the joint reports before submitting them to the National Agencies. Dead-lines are jointly set and thereafter respected During the joint meetings teachers will analyze activities carried on ( i.e documents uploaded, percentile of notes and documents read…) in order to monitor project’s trends and consequently re- adjust the future activities.In general hosting partner together with the Partnership coordinator prepares the agenda of each meeting: minutes and reports of the meeting will be written in turns. Each school will take care to inform partners at least twice a month by a report about the activities carried on in the school. Teachers and classes involved in the project will join the digital platform and use its tools to communicate, discuss, develop prpject activities. Twinned classes will prepare a common work timetable to be followed jointly and will also plan and organize exchanges of pupils among schools involved in the project. We are going to communicate in different languages without translation (we practice multilingual comprehension as often as possible), even if English language is the main language of the project.

F3. PARTICIPANTS' INVOLVEMENT

If your partnership focuses mainly on pupil/learner/trainee involvement, please explain to what extent they will be involved in the planning, implementation and evaluation of project activities. If your partnership focuses mainly on pupil/learner/trainee involvement, please explain to what extent they will be involved in the planning, implementation and evaluation of project activities. Our aim is to create students-centered learning environments: therefore they will actively work in all the phases of the project. We think our students in all partner schools exploring their cities as urban scouts and share their discoveries with other urban tribes .In particular they will • Cooperate in setting the e-twinning • Participate in exchanges • Be linked to other pupils in partner schools to participate in the co-construction of knowledge in a Community of Learners beyond the differences of culture and environment: • interacting with peers and working in groups within the same school; interacting with students from partner schools • plan and realize some concrete endings such videos (writing the plot and the scenes, using computer to edit videos),drawings and plans of their towns and of the “ideal town” Pupils will be constantly involved with a problem solving approach, driving them to the possibility of explore and experiment all the forms of cooperation and communication with other peers in different countries, using different media and languages and developing their creativity. We will involve pupils in evaluation process, with questionnaires, focus groups, feedbacks on activities carried on Even in the schools where not all the classes are directly involved in the project activities, we will do our best so that all learners will be exposed to the partnerships activity and these are embedded in the activities of the whole organization. We aim to integrate the whole school communities in this project. In each school there is the support of management and colleagues, even those not directly involved in the project. We aim to involve as many as possible and to make them regard project involvement as something positive. We also will involve parents and local authorities t by keeping everybody continually informed of the progress of the project

F.4. INTEGRATION INTO ONGOING ACTIVITIES

If your partnership focuses mainly on learner involvement, please explain how the project will be integrated into the learning activities of the participating learner in each of the participating organisations. We aim to buid a project more students centered than curriculum centered. so we will help and work in a frame of curriculum flexibility. Activities are related with almost all areas of the curriculum (Literacy, Foreign language, Maths, Geography, History, Citizenship, Environmental studies, Art studies, ICT), Focusing on learning strategies, meta conceptual awareness, meta-linguistic approaches and group work, all the learning activities can be linked to the project activities. Activities focused on exploring urban environments will affect learning areas such History, Geography, Social Studies, Art; activities more directed to communication in different languages will involve Foreign languages curricula; activities related to common work on collecting data, observation and communication of results will improve science and maths curricula.One possible model is that each class/school gather material and work with it in their mother tongue. Then children work with English teachers in order to translate and exchange the material in English. Activities will be organized in a way that pupils will be compelled to communicate their work to their partners using various media and different languages, including non verbal languages. We aim to include the project way of working as a model in our teaching / learning processes as a permanent innovation in our schools curricula

F.5. EVALUATION

How will you evaluate, during and after the partnership, whether the aims of the partnership have been met and the expected impact has been achieved? Who will be responsible to make an ongoing analysis of the project towards achieving expected results and improve project implementation and how will this be put in practice? What will you do to measure whether and to what extent the project achieves the expected results and impact(s)? All the partners will work together to decide how best to monitor and measure the progress and ultimate efficacy of the project (a qualitative evaluation) and to assess the results and the level of satisfaction amongst all those people who have been directly or indirectly involved (a quantitative assessment).All target groups participate to some extent in the various evaluations and we are going to evaluate different factors that are important for the success of the project. Evaluation will mainly focus on the innovatory elements of the project, and the development resulting in significant changes reported in each school community. The evaluation will be done on regular basis at the beginning, in the middle and at the end of each school year via different tools such as questionnaires designed by partners, group discussions among teachers, presentations in conferences or workshops, diaries on the web page of each school and in Twinspace. In twinspace there will be an activity dedicated to evaluation where we collect spreadsheets, results of discussions, reports of school meetings and reports pf Project meetings. In each project meeting we’ll have a session about evaluation of the Project using also evaluation tools provided by LLP programme, as Mtoo,A SWOT analysis wiil be used during all the lenght of the project to assess capability in terms of strengths and weaknesses and how these will help the partnership to achieve results and react to opportunities and threats. Using SWOT will help to identify possible trends which could have a negative or a positive impact on a partnership. After each mobility activity the participant will write a short report about activities, results and achievements. We will prepare observation protocols to understand and evaluate pupils involvement in cooperation, creative use of technology, developing of communicative skills.==

F.6. DISSEMINATION AND THE USE OF RESULTS

(How will you share and use the results obtained? Who will benefit of theseresults?Sustainability: What will you do to maintain the projecteffects (results and impacts) in the medium and long term? How will you disseminate and use the results, experiences and, where applicable, products of the partnership?
  • in the participating organisations?
  • in the local communities?
  • in the wider lifelong learning community?
We are going to develop a common strategy of communication: common press release, abstracts, reports, posters etc. The twinspace will be the palce where we share and publish the results; moreover each school will publish on its web site a project page which will be regularly updated . As well as virtual dissemination of data, we will organize a yearly event during which there will be exhibitions and displays of products, to raise awareness of the project within the school and family community. At the end of each year each schools will present the results in the school neighbourhood, in local community, in the net of teachers of the area and local educational authorities in a final celebrating event with local press and tv invited. In this occasion project group will prepare presentations, booklets, and/ or a dvd. During the project activities any work carried out will be monitored and information will be regularly be communicated to staff, parents, pupils, local educational authorities etc, through staff meetings and through the schools newsletter, assemblies, parents’ evenings etc. In each school community we are going to find contacts with the local press and radio/TV to disseminate the activities and the results of the project. The mobilities of children will be an occasion to involve the whole hosting community in organizing welcome, activities, technical aspects and to explain the goals and the experience of the trasnational cooperation. Especially in the end of second year children, taking advantage of their work through the project, prepare an application asking/demanding from municipal authorities to change things concerning public spaces in their area towards pupils’ ideal city (active citizenship) Established cooperation with local / national museum will be the key to carry on working on the topic of the city, also organizing meetings, events, in service training course for teachers.We aim to generate general interest in transnational cooperation, in language learning and in the project topics ( Urban life, well being in our cities, multicultural aspects, sustainable development in european urba areas)in our school communities We believe that this project can be sustainable for a lomg term period, as it is born as a developing of an existing comenius project in which some of the actual schools were involved. We are going to substain our cooperation for the next years also using the etwinning project City twinning
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