Process

﻿Process: Teachers:
 * || || Preparatory work

•Teachers agree with their foreign partner(s) and colleagues from other disciplines on: - the pedagogical goals of the overall project, - the nature of the final outcome, and - the medium/media to be used (web publishing, video, pictures, etc.).

•They must also agree on the nature of the scenario that pupils will have to design: will it be totally free or based on an existing story, legend, book, such as Baron Münchhausen, Don Quichotte, etc.?

a) Scenario and character(s)

Teachers:

•Guide the pupils by providing them with the basics of story telling: how to structure a story and its characters – number, traits, etc.

•Present the story to the pupils detailing each characters as well as the true substance and moral of the story.

•Help pupils to identify potential cultural divergences and convergences between their analysis and that of their partners.

Pupils:

Scenario designed from scratch •Pupils design a first mind map in order to define and agree on the different constituents of the story.

•At the same time they split into groups and design a mind map to define the personality traits of each character of their story.

Scenario designed from an existing story •In each country pupils design a mind map that represents the architecture of the story on which their own story will be based.

•They also draw up the overall project timetable.

•They exchange, compare and discuss each other’s mind map before merging them in a ‘common’ one.

•They then design a new mind map in order to define and agree on the different components of the story.

•At the same time, they split into groups and design a mind map to define the personality traits of each character of their story.

b) Looking for and exchanging information

Pupils:

•Pupils look for relevant information about their partners’ culture and country on the Internet with their literature/language teacher.

In the case of a bilateral project •Pupils from School A will write parts of the story taking place in the country of School B, and vice versa. This can be done online using a wiki or Google Docs

In the case of interdisciplinary projects •In parallel, the pupils work with their maths/biology/geography/history/etc. teacher(s) on the project, the outcome of which will form the core of the story.

•Finally, they start thinking about the way they will blend the outcomes of this project with the overall collaborative story they are writing.

c) Collaborative writing

Pupils:

•They sort all the information out, discuss it and use it to sketch in the parts of the story they will be writing. To do so they can use another mind map.

•They send it to their partners to discuss it (discuss about clichés and ways other people can see us).

•They start writing their part of the story. The story may be written collaboratively online using a wiki or Google docs. The teachers must agree at what times their pupils parts will be added so there is no overwriting of material.

•They can illustrate it with extra documents supposedly made by one of the characters, such as videos, fictitious newspaper articles, maps, postcards, etc.

•It is crucial that pupils keep their partners posted about their progress. This can be done through the TwinSpace using the mailbox, forum and or chat tools.

d) Publishing

Teachers:

•Here teachers must be careful to be realistic, and not too overly ambitious from a technical point of view. Pedagogical aspects of a project can easily be overcome by unhandled technical problem, ruining the ‘raison d’être’ of the project as well as everyone’s efforts and commitment.

Pupils:

The final publishing can take different forms: •by publishing part of the TwinSpace devoted to the project •by publishing on Google Docs •by using a tool such as magazine factory •by publishing a paper copy of all the texts with illustrations •by setting up an online mind map from which one could access the different parts of the story (with hyperlinks to documents and illustration stored online ||  || Asking pupils to present their project to other classes is a very good way to assess their overall involvement in the project. It may also be presented to parents during a parents evening or in the school magazine or newsletter. || Why not add your outcomes to the EuroCreator website? If you have created a video during the project, you can also upload it on the EuroCreator website (@http://www.eurocreator.com/). In this way, other schools can see the work that your project has done and you can receive a signed certificate from European Commissioner, Ján Figel’. ||   || Information about Mind Mapping: http://en.wikipedia.org/wiki/Mind_map">@http://en.wikipedia.org/wiki/Mind_map

FreeMind- free Mind Mapping software: http://freemind.sourceforge.net/wiki/index.php/Main_Page">@http://freemind.sourceforge.net/wiki/index.php/Main_Page

About TwinSpace tools: http://www.etwinning.net/en/pub/tools/twinspace_tools.htm"http:>www.etwinning.net/en/pub/tools/twinspace_tools.htm ||  || || **On 28.07.2009, Michael Hamke wrote:** //So sad that most users cannot understand Polish (Romanian? Latvian?)// || ||  || * **Subjects:** Cross Curricular, Foreign Languages, Geography, History, History of Culture, Informatics / ICT, Mathematics / Geometry, Media Education
 * **Age group:** 10-19
 * **Level:** Intermediate - Advanced
 * **Duration:** 1 school year
 * **ICT Tools:** Other software (Powerpoint, video, pictures and drawings), Virtual learning environment (communities, virtual classes, ...), Web publishing || ||
 * [[image:http://www.etwinning.net/images/box_full_width_bottom.gif caption="structure element"]] ||

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 * [[image:http://www.etwinning.net//images/logo_dg_education_culture.gif align="middle" caption="Logo - Dg Education and culture" link="http://ec.europa.eu/education/index_en.htm"]]Directorate-General for Education and ||