COLLABORATION BETWEEN PARTNER SCHOOLS.
Collaboration activities go beyond communication. Please describe the work process of the project clearly outlining the division of work between you and your partner(s). Most importantly:
In what aspects of the project did you and your partner(s) collaborate?
The four coordinator teachers collaborated even before the eTwinning project was created.
All the project partners were eTwinning users. We met each other during an eTwinning online Learning Event “Emotional intelligence in eTwinning projects”. During that Learning Event, I posted a forum thread with an idea for a project, to which several other teachers replied. A positive feedback was established between the would-be project partners and the result was a joint project co-founded by the Spanish and Croatian school. Of the four partner schools, IES Azcona (Spain), the applicant, and OOU Vlado Tasevski (North Macedonia) had never been involved in a Strategic Partnership, so the other two experienced schools supported the beginners by sharing their experience and giving them access to the results of their previous projects. They were consulted whenever it was found necessary. It is important to mention that planning this project and writing the application is the result of permanent collaborative work in Google Docs and TwinSpace.
To achieve shared responsibilities, cooperation and communication, the four partner schools agreed that management at international level would be shared equally, and that it was each school’s responsibility to keep the project alive and visible in the respective school communities. Each partner teacher made a commitment to engage students in active participation in the project’s activities and to ensure a channel of communication for them. Every member of the project has access -and has given their students access- to the content pages of the project and the communication tools available at the Twinspace.
As an example of cooperation, the tasks we have done collaboratively so far are:
+The Learning Event about emotional intelligence on the eTwinning portal. In a matter of a few weeks, we had agreed to apply for an eTwinning project. I issued the application and, once approved, opened the project in the Twinspace.
+The Project Journal on the TwinSpace.The Croatian teacher led the way by starting the introduction page, with a space to present the schools and the teachers and a page to exchange season’s greetings. Lots of other pages have been added after that.
+Whenever a partner has an idea or suggestion, in order to decide what, how and when to do something, we use the teacher’s bulletin, the forum and the twinspace mail. Additionally, we keep contact by Whatsapp and email, as mentioned.
Regarding responsibilities, the partner schools have agreed on the learning activities, workshops, meetings etc to do during mobilities. Each school will take charge of the local programme of project activities and cultural events: C1- Main responsibility: Spain, C2 – Macedonia, C3 – Croatia, C4 – Italy.
As for the final products, we decided that P1- Digital book would be Croatia’s responsibility. P2 – Interactive board (SWOT Scouts Treasure Hunt) would be for Spain. P3: Didactic guides for teachers: Macedonia; formatting of worksheets: Italy. eBooks, presentations, virtual exhibitions, videos, etc during the project: collaboration by all. P4 – Human relations-related film: Croatia. P5 – Emotional education needs questionnaires with results analysis: for teachers – Spain; for management teams – Croatia; for families: – Macedonia; for students – Italy.
The project documentation, dissemination, evaluation and impact is shared responsibility.
In what activities did pupils collaborate and work together?
Pupils were – and still are – intensively involved in different ways. Examples of activities that the students have done together are:
Making contact for the first time using TwinSpace messaging.
Planning social activities for the free time during the mobilities (mainly through Whatsapp).
Exchanging greetings and information in the student videoconferences.
Making a video of the logo competition. They agreed to make it as a Eurovision Contest; each school contributed with a part of the video where the ‘juries’ announced the votes.
Making an ebook of emotions in a collaborative way; they started it during the first mobility in Spain.
Emotional education dynamics during the two mobilities that have taken place so far.
Choosing a set of Positive Coexistence School Rules from the perspective of Emotional Intelligence. Each school made a poster out of that.
Dancing and singing together during cultural heritage activities.
To be done or finished next year:
An ebook about our project, where the ebook of emotions they have already started will be integrated.
The SWOT Scouts game, which is explained below.
An animation film during the Zagreb mobility. The division of tasks will be based on personal choices, meaning that everyone will be aware of their own strengths to contribute with their work. Thus, some will work on drawing, some on backgrounds, the third group on computer animation, the fourth will record a documentary on the workshop, the fifth will deal with sound, etc. Tasks will naturally alternate so that everyone learns all phases of the work.
Drama activity during the Brindisi mobility. Project “Theatre Bounds and Horizons” is an intensive session of theatrical meetings designed for students coming from different countries and traditions. emotions. During the meetings the students will use the tales and myths of their own country to express emotions and to create a new story. The last session will be dedicated to the performance of a short drama specifically created by the students for the project. This activity will be filmed and used as the final product to share with the rest of the students and disseminate the project. As this workshop represents a continuation of learning activities about motivation and goal achievement, its final result will be the increasing of emotional competence and social skills and the understanding of cultural diversity as a source of enrichment and inspiration.