Tuesday, September 21, 2010

Last Words

Today is the last day of this Learning Lab. I thank you for your enthusiasm and excellent participation. Your valuable input is what made this elearning event a success. I hope you do register your virtual projects because you have very good and brilliant ideas. I remind you to fill in the Lab evaluation form. Warm wishes for a successful scholastic year! (by Miriam Schembri)

It was the first time I participated to a learning event. It was a challenge for me. Here I met many colleagues with ideas and knowledge. I cordially thank Ana Tudor. The project, which she wrote is clear and detailed. I joined her project “The Wonderful world of Childhood”. Ana is a great administrator. She is an inexhaustible source of programs that I can use in my work. Ana set up a blog and I became a follower. Here I found another new friend Maria Luz Borges. We chatted for an hour, but we were not able to join together in one project. We will do this in the future. Because Maria is a very sunny person and she had a great time while working. Miriam is a wonderful presenter. She responded to all queries very quickly. This area is well organized and it’s easy to use. Thanks, Miriam! (by Svetla Popova)

Monday, September 20, 2010

Reflections at the End of Learning Event

It was a real challenge for me to work in this course. It liked me from the beginning. That’s why I decided to achieve a blog where I posted the tasks proposed by Miriam, the materials sent by my course partners and the links to important sites considered useful by our mentor. The dates were well chosen in order to give us the necessary time to accomplish our duties. The using of “Children Pages” offered us the opportunity to post the title of our projects which appeared in alphabetical order and could be seen by all the course participants. The chosen title were different but all of them according to our similar curriculum. We also had the chance to add in attachments our photos, PowerPoint presentations, slides created by our pupils and posted with the help of Wiki. Clicking on the title of a project we could add our names, the tools used by us, the plan of our projects and our comments for a good cooperation. By using “Forum & Chat” we could find partners, talk about the manner in which we intend to realize the activities of the projects according the established aims. I want to thank to my partners in the project “The Wonderful World of Childhood” (Esen Sandıraz, Kremena Marinova and Svetla Popova) as well as to our dear Miriam for all her support. (Ana Tudor)
It was the first time to participated to a learning event. It was very useful and challenge for me. I participated in three different project ,,My Native corner", ,,E-motions" and ,,Just imagine and Have It". All those project ideas were so simple and creativ and special thanks for my colleges to work together. Of course I found a lot of great, creativ and original project ideas. Thanks to all participants and Mirjam to share ideas and good resorssis! (Terje Mägi)

Hello everyone! I first time participated in Learning Event. I understand again that for the modern teachers have very, very not much time to all new and interesting to teach students, but - to try all new and interesting teach is fantastic! Thanks to my great team and thanks Miriam! (Ingrida Tāraude-Šakova)

First of all I want to thank to Miriam for her support and for her patience with all the beginners. Besides I want to thank to Maria Luz Borges and Mary Fournari, my partners in the project “A First Road to the Art”. We have created together our Children Pages, the plan of the project and the proposals for the tools which can be used in order to have a better cooperation between all the school partners. The materials posted in attachments or the slides presented convinced me that they can be my partners in next projects. This course was very interesting because it presented us amazing slideshares which represented for us real lessons and gave us the chance to gain experience, to find the courage, to select project partners for European project for the benefit of our pupils. The best thing was the fact we could see the projects of the others in order to learn from the kind in which they plan their activities in the project. We can use more tools from now, as Miriam and the project partners proposed or describe. I wish you good luck to all of you. (Gabriela Mirela Jugar)
This event was an interesting experience. I met teachers who are creative and have lots of fantastic ideas to share with others. I learned about ICT tools which are new to me. I joined a project (One School Day in Autumn) which hopefully will be continued during the coming month. We communicated through wiki and forum. I want to thank all the participants and Miriam for being helpful and sharing their knowledge and experience with others. (Edyta Paziewska)
I really liked the fact that I could work on a project that my pupils would really love (children in the fairytale world). I startde with etwinning projects this February but in this seminar I foundout that I have a looooot to learn, especially things that have to do with ICT tools! I am sorry that I didn't have the time to absorb all this information but I will do it little by little. (I've seen many interesting pposts concerning etwinning generally and sites with a lot of interesting ICT tools I haven't yet checked...). I am also sorry that I won't be able to put into practice our project since I am pregnant and I don't have a permanent school. I will definitely try to attend another seminar, as well. It was great meeting other people and exchanging ideas with them. Miriam, it was amazing that you had the time to deal with all of our queries!!! Thank you for everything!!! I hope I will "meet" all of you again! (Georgia Maneta)

Sunday, September 19, 2010

Activity 5 from 20th till 21st September

1. If you intend to start eTwinning project (This is optional):
Go to www.etwinning.net. Login in and enter your desktop.
Add group members as contacts on eTwinning portal.
Register the project on eTwinning portal.

2. Go to Forum and post your reflections (in ‘Reflections at the end of Learning Event’).
State in which project you participate?
How have you communicated? Did you use wiki, chat, personal emails?
Personal outcomes: Was this learning event useful to you?
Tips and feedbacks for the presenter (things you liked in the event, what you missed, etc).

Thursday, September 16, 2010

Using Chat, Mailbox or Forum and Learning about "Netiquette"

The TwinSpace allows for intensive communication between partners. All members of the TwinSpace community – both teachers and pupils – can use the available communication tools: chat, mailbox and forum. Online interaction has some specificities that have to be respected in order to communicate successfully. That is why we recommend that the eTwinners learn about netiquette to avoid any misunderstanding. When choosing a tool, consider also the language level of your pupils and the nature of the activity you are using it for.


The chat tool allows for online discussions in real time. All TwinSpace members have access to the chat tool at any time. It is possible to have one-to-one chats from school or home but also to have class-to-class discussions. To run a successful class-to-class chat, it is important to test the tools and decide on a topic and time beforehand. Your pupils should be prepared for the topic of the chat and know how long it will last. It is also a good idea to leave them to discuss freely at the end of the session. If you have necessary equipment, let the class follow the chat on a big screen. Consider the language level of your pupils. If it is not very good, the chat tool - which requires a fast reaction time and does not leave much time for thinking in another language - might not be the right choice. In this case, some teachers encourage pupils to have more informal one-to-one chats with their partners from home.


The mailbox enables all TwinSpace members to send messages to each other. It is not possible to send or receive messages from outside the TwinSpace. It is safe, there is no spam, and your pupils do not need to have another email address. The email tool is usually the first tool that partners use to communicate. In order to have an intensive collaborative email project, teachers establish a schedule with deadlines and agree on topics. The topics should reflect the curricula and their pupils’ interests. Some partners put their pupils in pairs to make sure that everyone takes part in a conversation. If you want to monitor your pupils’ work, you can ask them to include you in copy of each email. To have more ideas on how to use email for your project, see “The Image of the Other”.


The TwinSpace contains one main forum but can also allow you to create additional forums using the Content Management System (CMS) section. The forum enables the whole TwinSpace community to discuss a certain topic. Teachers often choose a curriculum-related topic. Some teachers let their pupils discuss topics of their own interest. The advantage of the forum is that pupils can react when they feel ready. Teachers can help them to check the language. The forum is very popular with a great number of eTwinning partnerships. There are some very interesting discussions on cultural differences, school life, cinema, music and even poetry and religion.

Guralp High School

Small children from Shumen Kindergarten № 1

First school day in Kindergarten,, Prikazka'' Varna, Bulgaria

Educational Tools for Children

Interractive Tools

Let's engage our pupils in online literacy learning with these interactive tools that help them accomplish a variety of goals - from organizing their thoughts to learning about language - all while having fun.

1. ABC Match - Grades K - 2

Learning to recognize letters is integral to early literacy. But how can you keep your students practicing until they are fluent? The ABC Match game meets this challenge by offering students the chance to match initial letters with pictures while also using their memory skills to remember which cards are where. Students work their way through three increasingly difficult levels, each with more pairs of cards. The game offers two modes of play, one timed and one not, as well as the option to hear the names of all the pictures. A print version of the cards enables students to play the game offline, either in the classroom or at home.
URL: http://www.readwritethink.org/files/resources/interactives/abcmatch/

2. Character Trading Cards - Grades 3 - 12

Using popular culture texts in the classroom offers students an alternative way to demonstrate their literacy knowledge and skills and to engage in meaningful literary practices. The Character Trading Cards tool allows students to create their own character cards, which they can then print off, illustrate, and trade or keep. It can be used with characters in a book students are reading or as a prewriting exercise for students who are writing narrative stories. Specific prompts ask students to describe the character, look at his or her thoughts and feelings, explore how he or she develops, identify important thoughts and actions, and make personal connections to the character. The accompanying planning sheet allows students to draft and revise their work before going online to use the interactive.
URL: http://www.readwritethink.org/files/resources/interactives/trading_cards/

3. Hero’s Journey - Grades 6 - 12

The hero's journey is an ancient story pattern that can be found in texts from thousands of years ago or in newly released Hollywood blockbusters. This interactive tool will provide students with background on the hero's journey and give them a chance to explore several of the journey's key elements. Students can use the tool to record examples from a hero's journey they have read or viewed or to plan out a hero's journey of their own.
URL: http://www.readwritethink.org/files/resources/interactives/herosjourney/

4. Word Wizard - Grades K - 2

This highly interactive activity supports critical thinking and problem solving while also building students' comprehension and spelling skills. Students start by choosing puzzles based on four popular U.S. children's books. They are then prompted to use clues to identify words from a list of scrambled letters. The final clue is based on an event or theme from their chosen book, which supports story comprehension and makes the activity meaningful and fun. Audible prompts and hints guide students to solve the sometimes challenging word puzzles. After completing a section, students may choose to begin another series of puzzles based on the same book or may choose a different book. This engaging interactive tool would work well with pairs or small groups, either in one session or across multiple sessions.
URL: http://www.readwritethink.org/files/resources/interactives/wordwizard/

5. Shape Poems - Grades K - 5

A shape poem is a poem that describes an object and is written in the shape of the object. In this online tool, elementary students can select shapes from four different themes: Nature, School, Sports, and Celebrations. Within these themes, 19 different shapes are included. By selecting a shape, students are learning how to focus their writing on a particular topic. In addition, as part of the online tool, students are prompted to brainstorm, write, and revise their poems, thus reinforcing elements of the writing process. Students can also print their finished shape poems, cut and color them, and display them in the classroom or at home.
URL: http://www.readwritethink.org/files/resources/interactives/shape/

6. Mystery Cube - Grades 6 - 12

Was it the butler in the bedroom or the gardener in the garage? Use this tool to help your students sort out the clues in their favorite mysteries or develop outlines for their own stories. Among its multiple applications, the Mystery Cube helps students identify mystery elements, practice using vocabulary from this popular genre, and sort and summarize information. Specific prompts ask students to describe the setting, clues, crime or mystery, victim, detective, and solution.
URL: http://www.readwritethink.org/files/resources/interactives/mystery_cube/

7. Flip-a-Chip - Grades 6 - 8

Effective vocabulary instruction requires active and positive student participation. In addition, familiarity with high-frequency affixes and roots promotes comprehension of numerous words in which they occur as meaningful chunks. In this online activity, students flip two chips to mix and match four word parts and make four words. Students then insert the four words into a paragraph, using context clues to determine where each word belongs. After each exercise, students can print their work to check whether they placed the four words in the paragraph correctly.
URL: http://www.readwritethink.org/files/resources/interactives/flip/

8. Fractured Fairy Tales - Grades 3 - 12

Whether it's The Princess and the Rutabaga or Big Blue Riding Hood, invite your students to turn familiar fairy tales upside down and inside out—and to have fun. This interactive tool gives students a choice of three fairy tales to read. They are then guided to choose a variety of changes, which they use to compose a fractured fairy tale to print off and illustrate. Useful for teaching point of view, setting, plot, as well as fairy tale conventions such as they lived happily ever after, this tool encourages students to use their imaginations and the writing process at the same time.
URL: http://www.readwritethink.org/files/resources/interactives/fairytales/

9. Letter Generator - Grades K - 12

The Letter Generator tool is designed to help students learn to identify all the essential parts of a business or friendly letter, and then generate letters by typing information into letter templates. A sample letter is included, and students can learn about the parts of a letter by reading descriptions of each part. Once students have become familiar with letter formats, they are prompted to write their own letter using a simple template. Students follow the steps and fill in specific fields in the template (for example, heading, salutation, closing, signature, and so on). They may even add a decorative border and postscript to the friendly letter. The finished letter can then be previewed, edited, and printed. This useful tool provides step-by-step instructions for familiarizing users with the necessary elements of written correspondence, and can serve as an excellent practice method for composing and proofreading both formal and informal letters.
URL: http://www.readwritethink.org/files/resources/interactives/letter_generator/

10. Picture Match - Grades K – 2

Picture Match is designed to give new readers practice with identifying beginning-letter and short- and long-vowels sounds through a simple, fun game. Updated in 2008, the game features all letters of the alphabet. In the beginning-letter sounds section, a picture of an object (for example, a car) is displayed, and students are prompted to choose the letter that corresponds with the first letter of the word. In the short- and long-vowel sounds sections, students are prompted to choose the vowel that corresponds with the word. If students choose the correct match, they get words of encouragement and a new picture. If they do not choose the correct match, they receive an audible prompt and can then try again, choosing among the remaining letters. Once all of the pictures have been matched, students can print out a chart showing which pictures go with which letters. Pictures are sorted randomly with each game to provide a challenge if the game is played more than once. Picture Match is intended for beginning readers and can be used individually or in small groups.
URL: http://www.readwritethink.org/files/resources/interactives/picturematch/

11. Animal Inquiry - Grades 3 - 6

The Animal Inquiry interactive is a versatile tool that can enhance student inquiry in research at the elementary level. The graphic organizer invites students to explore four facets of animals [basic facts, animal babies, interaction with others, and habitats (shown at left)]; the possibilities for extensions or adaptations, moreover, make this a a nice complement with inquiry-based projects. The follow-up writing prompts can be used to organize research questions as well as to record findings. After completing individual sections or the entire organizer, students have the ability to print out their final versions for feedback and assessment.
URL: http://www.readwritethink.org/files/resources/interactives/animal-inquiry/

12. Bio-Cube - Grades 3 - 12

Summarizing information is an important postreading and prewriting activity that helps students synthesize what they have learned. This tool allows students to develop an outline of a person whose biography or autobiography they have just read; it can also be used before students write their own autobiography. Specific prompts ask students to describe a person's significance, background, and personality. The finished printout can be folded into a fun cube shape that can be used for future reference.
URL: http://www.readwritethink.org/files/resources/interactives/bio_cube/

13. Crossword Puzzles - Grades K - 12

Encourage your students to study their content area vocabulary, practice grammar or parts of speech, or demonstrate what they have learned by creating crossword puzzles. In the Create mode, the tool offers the opportunity to enter words and their clues before it generates the puzzle. The tool also includes a Play mode with crossword puzzles for students in grades K–12. Included with each puzzle are a For Teachers page with troubleshooting help and ideas for use as well as a Tips & Hints page designed to scaffold students' learning and help them do the research necessary to solve the puzzle.
URL: http://www.readwritethink.org/files/resources/interactives/crossword/

14. ReadWriteThink Webbing Tool - Grades 3 - 12

The Webbing Tool provides a free-form graphic organizer for activities that ask students to pursue hypertextual thinking and writing. The tool provides a quick way for students to trace out options and rearrange connections. Students can use the Webbing Tool to analyze readings as well as a prewriting activity and flowcharting tool. Students can drag the circle or box shapes representing their ideas to arrange any layout and relationship that they want. Each layer on the chart will have a different color border for the shapes that you choose.
URL: http://interactives.mped.org/webbing127.aspx

15. Word Family Sort - Grades K - 5

This online activity is designed for beginning and struggling readers to help them recognize word patterns and learn about onset and rime. Students are first asked to select a vowel, and are then presented with a series of words to sort into short-vowel word families. Students can then print their completed word family chart and use it to practice reading the words fluently.
URL: http://www.readwritethink.org/files/resources/interactives/wordfamily/

16. Venn Diagram, 2 Circles - Grades K - 12

Students may generate clear, well-formatted Venn Diagrams by naming their project and labeling Circle 1 and Circle 2, then generating concepts that can be placed on the diagram by clicking and dragging them with the mouse. Students may place the concepts in either circle or in the overlapping area, allowing them to organize their information logically. A step-by-step animated demo shows students how to type concepts and their descriptions, and how to drag and place concepts on their diagrams. Students may view and edit their draft diagrams, then print the finished diagrams for reference. This is a handy tool for classroom use that guides students through the process of organizing information in Venn diagram form.
URL: http://www.readwritethink.org/files/resources/interactives/venn/

17. Stapleless Book - Grades K - 12

The Stapleless Book is designed to allow users to create with ease an eight-page book simply by folding and cutting. No tape or staples are required. Students and teachers alike can use the Stapleless Book for taking notes while reading, making picture books, collecting facts, or creating vocabulary booklets. Students can choose from seven different layouts for the pages of their books. The tool is easy to use, made even easier with the Stapleless Book Planning Sheet, a printable PDF that book creators can use to draft and revise their work before creating and printing their final books. View the video demonstration for the Stapleless Book to see how to fold and cut the printout.
URL: http://www.readwritethink.org/files/resources/interactives/stapleless/

18. Persuasion Map - Grades 3 - 12

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate. Students begin by determining their goal or thesis. They then identify three reasons to support their argument, and three facts or examples to validate each reason. The map graphic in the upper right-hand corner allows students to move around the map, instead of having to work in a linear fashion. By clicking the printer icon, students can preview their map, return to their map for revisions, or print their completed map for future reference.
URL: http://www.readwritethink.org/files/resources/interactives/persuasion_map/

19. ReadWriteThink Notetaker - Grades 3 - 12

This hierarchical outlining tool allows students to organize up to five levels of information for reading and writing activities. During or after reading, the Notetaker can be used to compile and organize reading notes, research, and related ideas. During the writing process, students can use the tool to organize their information and plan texts in the prewriting stage and to review and structure their ideas during writing and revision. Students can choose the format that the outline will use (e.g., bullets, Roman numerals, letters) as well as enter up to five levels of information. The Notetaker includes a tutorial, which demonstrates how to use the tool, as well as a Notes area where students can track information that does not fit into the outline. The Notetaker creates an HTML file of students' outlines, which can be printed or saved and edited later in any HTML editor.
URL: http://interactives.mped.org/notetaker722.aspx

20. Construct-a-Word - Grades K - 2

Construct-a-Word provides a simple, engaging way for students to generate dozens of different words by first choosing an ending (for example -an, -ed, -at, -op) and then adding a beginning letter or blend. When a correct word is created, the word is stored in a Word Bank where students can read and review their words. For each ending, Construct-a-Word prompts students to create between 6 and 14 different possible words, adding an element of fun and discovery. It uses animation and sound to guide students through the steps of creating words, and employs prompts that are clear and easy to master. This interactive tool could be used individually or in small groups, either in one session or across multiple lessons.
URL: http://www.readwritethink.org/files/resources/interactives/construct/

Wednesday, September 15, 2010

Activity 4 from 16-19th September

1. Choose tools for:


Processing of data

2. Specify students’ participation in the use of ICT and preparation of material.
3. How are you going to evaluate project?
4. Go to your page on wiki and write :

Tools – include all ICT tools you intend to use.
Students’ use of Pupils’ Corner


Sunday, September 12, 2010

Planned Activities

Editing on Wikis

Activity 3 from 12-15th September

1. Integrate topics into national curriculum of each country.
2. Decide on the content of the project.
3. Set out aims and what you want for your pupils.
4. Decide what will be the results and benefits.
5. Make a plan. Set out activities and tasks. Make a time plan.
6. Decide on common language to use during the project. Will young pupils understand the language? If not decide how to overcome it.
7. Discuss duration of project
8. Go to your page on wiki and write about:

Short description
Age of pupils


Work process

Planned activities

Student’s productions

Time proposal

A useful tool for mind mapping is: http://bubbl.us/edit.php

Another useful tool for collaborative writing: http://writeboard.com/

Saturday, September 11, 2010

My Project Partners - Photos

Esen Sandıraz

Svetla Popova

Kremena Ivanova Marinova

The Wonderful World of Childhood

Project details A project in the name of friendship between European pupils and teachers in which we can describe the wonderful life of childhood as it is seen by pupils from our countries. A lot of school subjects are linked by the topics of the project. We can know better each other, to discover differences and similarities between our educational systems, timetable, leisure, etc.

Subjects: Citizenship, Cross Curricular, Environmental Education, Ethics, European Studies, Foreign Languages, Geography, History, History of Culture, Informatics / ICT, Language and Literature, Mathematics / Geometry, Philosophy / Logic, Physical Education, Religion, Social Studies / Sociology

Languages: English

Pupil's age: 7 - 14

Tools to be used: e-mail, Forum, MP3, Other software (PowerPoint, video, pictures and drawings)

Aims: To improve our pupils' English vocabulary, to make new friends, to link a bridge of our friendship. Work process: Gathering materials: pictures, photos, things that are made by children, what are they think about childhood.

Expected results: to have as final products a lot of slides of pictures, drawings, PowerPoint presentations about this magnificent world of childhood, paintings, etc.

My first school partner is Esen Sandıraz, an English teacher from Turkey. The second is Svetla Popova from Bulgaria. We are looking forward many other partners to join us.

Kremena Marinova has already joined us.

Children Pages
Ana Tudor
Esen Sandıraz
Kremena Marinova
Svetla Popova

Activity 2 from 10th till 11th September

Activity 2 from 10th till 11th September

Team up with one or more members who chose the same age group.

Discuss ideas of topics chosen using forum or chat.

Choose a common topic.

Go to Wiki on Wiki page and start a new page (Add Child Page) which will be a common page to the team.
Put your names at the top of the page.
This will be your workplace for planning the project during the other activities.

Friday, September 10, 2010

Activity 1 - from 8th - 9th September

1. To get ideas for a new eTwinning project viewing some examples of good practice:
2. To find an interesting topic for an eTwinning project fitting in with the national curriculum and being flexible enough to be adaptable.
3. To go to Forum and choose category of age group we teach and wish to participate with: 3 to 6 year old pupils, 6 to 8 year old pupils or 8 to 12 year old pupils.
4. To introduce ourselves and our class (We can upload a photo of our students in image gallery). We have not to forget to mention country.
5. To write about topic or idea we have for a project and state any other preferences we would like for example language to be used.

How to Reply to a Comment

Inserting an Image in Image Gallery

Finding Our Way around the Learning Lab

Thursday, September 9, 2010

Uploading a Document in Document Library

A Vision of K-12 Students Today

This Lab is from 8th till the 21st of September. In this interactive event we team up with other teachers to work together towards planning an eTwinning project. Project ideas and approaches are discussed in order to find ways how these can be adapted to young pupils. At the end of the event we can commit to register and carry out the project.
We are instructed by Miriam Schembri on what to do and in which order.
The event has 5 activities which must be completed on these days:
8-9th September
10-11th September
12-15th September
16-19th September
20-21st September

Here is Miriam Schembri’s introduction:
“I am an early years educator and has been teaching preschool children for 26 years. Currently I teach children who are 4 to 5 years old at St Thomas More College. Our school is in Fgura which is a very busy town in the southern part of Malta. I have been in eTwinning for five years and have participated in various projects. I am an eTwinning ambassador for Malta and also form part of the eTwinning Teacher team. I am interested in using technology as a tool for learning in the classroom and am also interested in communication and collaboration technology. I am glad that I will be leading this learning lab event and hope you will enjoy it and find it beneficial.”