REPORT OF THE PROJECT The project topic is about creating an island, both way , either concreat and civilisation. Our starting point is a story. While creating this island all partners learned how to live together and shared their experiences in a utopian island where peace,respect of environment, RESPECT OF OUR CULTURAL HERİTAGE and respect to other people has been the main topics.We all did a perfect job via collaboration and adapted curricular integratration. Through the e-twinning platform, students first have known each other, to discuss everyday life topics and compare their customs with their European counterparts. This data has been used used to create an ISLAND that will be a "mixture" of cultures where students will 1) assuming new identities (physical description, character, likes and dislikes ...) 2) creating a physical description of their ideal ISLAND; 3) deciding upon a amblem, a national anthem and common laws. It was aimed to reveal the creativity and innovativeness aspects of the students during the studies carried out with the partner country schools and the students were made careful to acquire the skills of the 21st century during the project activities and worked at the basic level to increase these skills. Besides all these; Social and intercultural skills such as productivity, taking responsibility, having a different point of view, learning by doing-living are among the targets of the activity. Project negotiations through live connections gave teachers and students the opportunity to get out of the classroom, attracted the attention of the students and increased their motivation. In this project, project-based, computer-based learning and inquiry-based learning methods were used, and innovative and creative pedagogical methods, leading to creativity and learning by living, were used and small group studies were supported by individual studies and collaboration studies. During the project activities, students and teachers were encouraged to use information technology and helped students to use creativity skills actively in this area. Project activities made it easier for them to make a transition from learning by memorization to learning by living and the students waited with enthusiasm . The simple creative works that have been developed to help students discover new discoveries with simple works and to better understand the relationship between events reinforce the project. While pupils were working the project activities they realise that environmentals problems, cultural heritages,civilisation like languages Advanced Agricultural Techniques Laws Education Government Culture Architecture Art Music Written Language Trade Religion People Life Places to Live Technology and Science Food and Water Literature Land Crafts , They used the informations in tecknology. They were also studying in art . They improved their creativity. They used all kind of mental fonctions. Brainstorming and discussing coused the developping of their litterature.While they were creating process , they always listened to the classical music and they have an ideas about this kind of music.Pupils worked all kind of lessons, for example while they were making island, as base and houses etc they used the math abilities.While they were creating the dictionary they improve their own language skills and literature. For creation anthem they use literature as poem and they sang that anthem and they used these abilities.Especially creating anthem and building island gave us to work different teachers like art teacher and music teacher. English was one of the most powerfull part in the project to be able to introduce us and our reflections.All the works and activities has been done at lessons with them. All the multi discipline works gave us to integrate into many lessons curriculum. We also shared on EBA to entegrate into this EBA FATIH http://www.eba.gov.tr/haber/1519756638 http://www.eba.gov.tr/haber/1515829878 Communication with project partners has been provided through eTwinning platform, TwinSpace, project Facebook group, email and Messenger. And some space created for activities on the FORUM , which was located in the collaborative field, with each other in the forums. It was encouraged to use some web 2.0 tool by students and teachers with the introduction of technology and the use of technology to get involved in project activities to ensure that all project partners and teachers meet and communicate with each other. 'TEACHER BULLETIN ' located in the Twinspace was used for communication purposes in situations requiring urgent communication. The PROJECT DIARY, also on the TwinSpace, was used for sharing events and communicating. One of the communication tools of the students and teachers was the live connection interviews. Surveys, had also important place between collaborative works Throughout the project, the aim was to provide communication and the social media tool Facebook was also utilized, giving all partners the opportunity to communicate with each other quickly and efficiently.
It was created a facebook as blog page for the project as well as twinspace. It has been encouraged to use web 2.0 tools in cooperation with the students and teachers by adding the use of technology to the activities. we planned at least one collaborative activity for each month. All partner teachers and students meet each other, cooperate and tell their schools, places and countries where they live by using web 2.0. In order to say "Welcome" to the project, our ideas on peace island were started and shared by the Google slide tool that was used to spread. The project was shared on the project website in the Facebook group to inspire other colleagues. InThe next activity of the project was created inhabitants and we all created those by using our matced partners's students videos. We planned tables to work as collaborative and doing more communication among partnes . We did multiple group works. It has been encouraged to use web 2.0 tools in cooperation with the students and teachers by adding the use of technology to the activities. we planned at least one collaborative activity for each month. All partner teachers and students meet each other, cooperate and tell their schools, places and countries where they live by using web 2.0. In order to say "Welcome" to the project, our ideas on peace island were started and shared by the Google slide tool that was used to spread. The project was shared on the project website in the Facebook group to inspire other colleagues. InThe next activity of the project was created inhabitants and we all created those by using our matced partners's students videos. We planned tables to work as collaborative and doing more communication among partnes . As doing online meeting we did more effective our works and we assessed We created a multi langua daily dictionary as collaborative work. We determined civilisation arguments by using web 2.0 tools We wrote as commonly a poem , each partner two lines by using google doc. Actually technology was not the center of the project but each school used it by creating collage, videos and also using social media page by creating for the project. Pupils and teachers used those kind of ICT, wordart,mentimeter, tricider, storyjumper, padlet, postermywall, jigsawplanet, piZap, thinglink, slidelygalery, slideshare, googleslide, youtube, facebook. Here are all activities and web2.0 padlet-pizap-blabberize -thinglink-google slide for october tasks prezi-sharalike-padlet-tricider-pizap-slidely slideshow for november tasks chatterpix-pizap-padle for december tasks wordle-wordart- googledocument-storyjumper-pizap-padlet forjanuary tasks mentimeter-padlet-pizap- for february and march tricider-mentimeter-padlet-pizap for april and may tasks storyjumper-for may and june tasks
EFFECTS ON STUDENTS Students have the opportunity to exchange information and culture with their peers in their own countries and in other countries. Since all activities were conducted in foreign languages and in Turkish, students had the opportunity to improve their language skills. Discovering new discoveries, enabling learners to better understand the relationship between events by doing and learning by living. Students have the opportunity to introduce new products through project activities. The intensive use of computer tools in the project has given new skills to both students and teachers. Through the project, working environment has been prepared in cooperation with the students, their families and their teachers. Through cooperation and independent study, it has been tried to develop self confidence and self-sufficiency of students. Students are provided with opportunities to use their imagination to open their minds. Students and teachers have had the opportunity to gain skills in the 21st century. SCHOOL CONTRIBUTION: Encourages international cooperation and exchange among schools. The school has increased the quality of education, has established a new mission, has created new pedagogical methods and materials that can be used in the school environment, encouraged the development of awareness of different cultures by all staff at school. Changed the point of view, the school improved the teachers' abilities and encouraged the use of ICT. In the project, the students have been given attention to acquire skills in the 21st century and studies have been done to increase these skills. Besides these; Social and intercultural skills such as productivity, responsibility, etc. have also been added to the efficiency targets. And the most important thing is that Cultural Heritage one of the main topic in our project as activities like architecture, civilisation , languages.