A world of differences a school of similarities Magazine dossier

magazine

A world of differences, a school of similarities

An eTwinning Project

September 2024 - January 2025

Table of contents

Introduction

January activities

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Project aims here

Founders

Video

A world of differences, a school of similarities

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Meet them here

Games

Partners

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Meet them here

September activities

Our designs

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October activities

Project results

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November activities

End of project evaluation report

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December activities

Gallery

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"A world of differences, a school of similarities" is an international educational project aimed at fostering cultural awareness and mutual understanding among students from diverse backgrounds. This initiative brings together students from various countries to explore and celebrate their unique cultures, traditions, gastronomy, art, and music. The project "A world of differences, a school of similarities" is based on the conviction that differences are a source of richness and not an obstacle in educational development. The aim is to raise awareness about multiculturalism and diversity, in line with the United Nations' 2030 Agenda for Sustainable Development. The project seeks to build bridges of peace and foster cultural exchanges between children of different nationalities and cultures.

Building a World of differences, a school of similarities with eTwinning

The project's primary objectives are to: 1. Promote Cultural Exchange: Encourage students to share their cultural heritage and learn about the traditions and lifestyles of their peers from different parts of the world. 2. Enhance Mutual Understanding: Develop empathy and respect for diversity by highlighting both the differences and similarities that unite us as global citizens. 3. Integrate Arts and Humanities: Use creative disciplines such as art, music, and culinary arts to deepen students' appreciation of different cultures. 4. Collaborative Learning: Foster teamwork and collaboration among students and teachers through joint activities, projects, and virtual exchanges..

Running from September to January, this project will involve various activities, including cultural presentations, virtual meetups, collaborative art projects, and cooking demonstrations. By engaging in these activities, students will not only broaden their horizons but also develop a more inclusive and harmonious worldview. Our ultimate goal is to create an enriching educational experience that prepares students to thrive in a multicultural world.

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The project's core mission is to empower students to become active agents of peace in their communities and beyond. By exploring themes such as conflict resolution, empathy, and intercultural dialogue, participants will develop critical thinking skills and a deeper appreciation for the interconnectedness of the world. Anna Teresa Fiori and Naïma Longeon envision their project as a catalyst for meaningful cross-cultural exchanges, where students not only learn from one another but also forge lasting friendships that transcend geographical boundaries. Through collaborative projects, virtual exchanges, and digital storytelling, participants will have the opportunity to share their perspectives, experiences, and aspirations for a more peaceful world.

Anna Teresa Fiori and Naïma Longeon, two visionary educators from Italy and France respectively, have joined forces to establish the groundbreaking eTwinning project titled "A world of differences, a school of similarities." Driven by a shared commitment to fostering global understanding and harmony among young learners, Fiori and Longeon have embarked on a mission to leverage the power of technology and collaboration to promote multiculturalism education in schools. eTwinning, a platform for school collaboration in Europe, provides the ideal framework for Fiori and Longeon to connect their classrooms across borders. Through this platform, students will engage in a series of interactive activities designed to cultivate empathy, understanding, and respect for cultural diversity.

Meet the founders of our project, Anna Teresa Fiori and Naïma Longeon

Anna Teresa Fiori and Naïma Longeon launch eTwinning: A world of differences, a school of similarities Project

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Anna Teresa Fiori, a passionate primary school teacher, advocates for interdisciplinary activities that connect students and teachers alike. She firmly believes that collaborative learning is a powerful tool for fostering personal and collective growth. Naïma Longeon, a dedicated educator from France, shares this vision. She strives to create learning environments where students can engage with different cultures, reflect on the richness of diversity, and understand the significance of living in harmony.

Promoting Multicultural Understanding: The Vision of "A World of Differences, a School of Similarities" Anna Teresa Fiori from ICS La Giustiniana in Rome, Italy, and Naïma Longeon from Collège Henri Barbusse in Vaulx-en-Velin, France, are at the forefront of an inspiring initiative, A World of Differences, a School of Similarities. As co-founders, they exemplify the transformative potential of education in fostering multicultural understanding and global citizenship. This innovative project brings together educators and students from 11 countries—Italy, France, Spain, Portugal, Turkey, Poland, Greece, Bosnia and Herzegovina, Lithuania, Romania, and Slovakia—under a common goal: to celebrate diversity while emphasizing shared human values.

The project fosters dialogue, empathy, and respect through activities exploring cultural identity and global challenges. By integrating creative storytelling, cultural exchanges, and digital tools, it encourages active participation and a sense of global community. Anna Teresa and Naïma demonstrate how education can inspire future generations to build a peaceful and inclusive world, proving that collaboration and understanding are keys to lasting harmony.

In a world rich with diversity, 33 educators from across Europe have united to celebrate cultural differences and highlight shared values. Representing 11 nations—Italy, France, Spain, Portugal, Greece, Turkey, Poland, Bosnia and Herzegovina, Lithuania, Romania, and Slovakia—these teachers bring together a mosaic of traditions, languages, and perspectives.

What binds them is a shared dedication to fostering understanding, dialogue, and empathy through education. Their collaborative eTwinning project, A World of Differences, a School of Similarities, spans various educational levels and aims to inspire students to embrace multiculturalism and the values of cooperation and respect.

Teachers Unite for Multiculturalism: A world of differences, a school of similarities Project

Through innovative activities like storytelling, cultural exchanges, and digital collaborations, the project encourages students to explore topics such as identity, traditions, and the challenges of global citizenship. By connecting classrooms across borders, it creates opportunities for meaningful interactions and mutual learning.

With A World of Differences, a School of Similarities, these educators are planting the seeds of a future where diversity is celebrated, and similarities unite. Their work is a testament to the transformative power of education in building a more inclusive and harmonious world. A world of differences, a school of similarities project is not just about teaching curriculum content; it's about nurturing a mindset—a mindset of peace, empathy, and cooperation. It's about empowering students to become agents of positive change in their communities and beyond.

Through innovative teaching methodologies, collaborative projects, and cross-cultural exchanges, these educators strive to instill values of tolerance, respect, and compassion in the hearts of their students. Whether through virtual classrooms, exchange programs, or joint activities, they are committed to nurturing the next generation of global citizens.

As these 33 educators embark on this journey together, they are not just building connections between classrooms; they are building bridges between hearts and minds. They are paving the way for a future where dialogue triumphs over discord, understanding conquers ignorance, and peace prevails over conflict. In a world yearning for harmony and understanding, the A World of Differences, a School of Similarities project stands as a beacon of hope—a testament to the transformative power of education in building a more peaceful and inclusive world.

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Hello! I’m thrilled to be part of this project. I’ve been teaching for 27 years and discovered eTwinning almost ten years ago, which has been a fantastic experience. I love working with colleagues from Europe, as it helps me grow professionally and keeps my students engaged through international projects. See you soon!

I’m Anna, a primary school religion teacher from Naples, now in Rome. I value positivity, teamwork, and interdisciplinary learning. I’m excited to work together on a project that unites people and breaks down differences, reflecting the core of my teaching.

MARIAN PÉREZ LUNA - COLEGIO BERRIO-OTXOA- BILBAO, SPAIN

ANNA MIRANDA – ICS La Giustiniana – Roma, Italia

I’m Andrea Žáková, a first-year high school teacher at Obchodná akadémia, the same school I attended. After considering many career paths, I realized teaching and working with students is where I belong, influenced by my 9 years as a volunteer/camp leader. I enjoy nature photography and joking that if I weren’t a teacher, I’d run a farm. My goal is to spread love, understanding, and openness in the world.

Hi, I’m Anne-Sophie from France. I’ve been an English teacher for over 20 years and using eTwinning for more than ten. I’m excited to be part of this project! I enjoy walking with my dog and family, love traveling, and prefer small groups. People see me as calm, but I take time to think before making decisions.

ANNE-SOPHIE SAINT-SULPICE - collège Léon-Marie Fournet - France

Andrea Žáková - Obchodná akadémia - Senica, Slovakia

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Hello, I’m Laura Álvarez from Valencia, Spain. I’m excited about this project as it will expand my students’ knowledge while keeping them engaged. I’m looking forward to working with the kids and learning from each other!

Hello everyone! My name is Rocío, and I'm a teacher at Colegio Ecole in Asturias, north of Spain. I'm excited to be part of this eTwinning project and to collaborate with teachers and students from around Europe. I'm looking forward to sharing ideas, learning new things, and creating meaningful connections with all of you.

Hello, I’m Sadık Çalışkan from Mersin, Turkey. I’m a primary school teacher and love eTwinning projects. I enjoy project-based learning and connecting my students with others. I look forward to a project full of activities and sharing. Good luck to everyone!

Hi! My name Is LUCIA COZZO. I ' m a primary school teacher. My student are 10- 11 years old at last year of school. I'm very excited to attend this important project. Thank you all!

LUCIA COZZO ICS LA GIUSTINIANA - ROMA, ITALIA

Rocío González- Colegio Ecole-Asturias-Spain

Sadık ÇALIŞKAN - Mehmet Akif Ersoy İlkokulu Mersin/ TÜRKİYE

Laura Alvarez Serrador – Colegio Sagrada Familia – Silla, Spain

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Hello, I am Asli Bayrakçı, a primary school teacher. I like to do new things, go outside the school boundaries with my students, and take learning to different dimensions. this project excites me, and i believe good work will be done.

Hello, I’m Derya Sönmez, a classroom teacher at the Science and Art Center in Kahramanmaraş, Turkey. I work with gifted primary school students and enjoy participating in eTwinning projects. I hold a master’s in classroom and science education, with research in nature, environmental education, and gifted education. Looking forward to a great project!

I’m an art teacher in Lubliniec, Poland, working with autistic children in regular classes. This is my first eTwinning project, and I’m excited to involve my whole school. I love manual and digital work, helping children develop creativity. I’m passionate about travel, learning languages, and exploring new cultures.

Hello, I’m Nikoleta Gkouliava, an ICT teacher from Eleftheroupoli, Northern Greece. I teach students aged 6 to 12. I love traveling and meeting new people. I’m excited to be part of this eTwinning project and am sure my students will enjoy making new friends and learning. Let's have a great start!

Derya Sönmez-Osmangazi Science and Art Center- Onikişubat, Kahramanmaraş/Türkiye

ASLI BAYRAKÇI 15 TEMMUZ İSTİKLAL İLKOKULU YALOVA ,TÜRKİYE

Honorata Majczyna - Szkoła Podstawowa nr 4 w Lublińcu - Lubliniec Poland

Nikoleta Gkouliava- 1st Primary School of Eleftheroupoli - Greece

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I'm Marie-Gaëlle Clementi, an English teacher in Paris, France, teaching middle and high school. Half-Philippina, half-French, I’m passionate about cultures and sharing my love for travel with my students. This is my second eTwinning experience, and I'm excited to collaborate with all of you!

Hello, I’m Sofia Stamouli, an English teacher at the 5th Model Gymnasium of Chalkida, Greece, with students aged 12-15. I love e-Twinning projects for fostering universal learning and intercultural understanding. I'm passionate about integrating new technology into education and staying updated on the latest developments. Excited to work together!

Marie-Gaelle Clementi - Saint Michel de Picpus - Paris, FRANCE

Sofia Stamouli, 5th Model Gymnasium of Chalkida, Greece

Hello, I am F.Hümeyra ÖĞÜT. I live in Şanlıurfa, Turkey. I have been a primary school teacher for 28 years. I have taken part in many eTwinning projects since 2017. There are 45 students in my class. My students are 9 years old. They had their first project experience last year. They are very excited to take part in a new project this year. Of course me too.

Hello, my name is Nina. I am an English teacher from Tuzla, Bosnia and Herzegovina. I work and live in Husino, village near Tuzla. I work with students 6-15 of age in the Primary school Husino. I like teaching, doing NVC workshops and reading books. Students say that I am strict, but fair. I believe them! I like how they describe me.

F.Hümeyra ÖĞÜT/ALİ BABA PRIMARY SCHOOL/ŞANLIURFA/TÜRKİYE

NINA BRKIĆ - PRIMARY SCHOOL HUSINO- BOSNIA AND HERZEGOVINA

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My name is Dimitra Sionti and I've been working as a kindergarten teacher for 26 years. I like eTwinning because it gives teachers and students the opportunity to meet and interact by setting common goals with teachers and students from other counties,.

Hi everyone! I am a Primary School teacher in Campagnano, a beautiful town in central Italy, in the province of Rome. My school is ICS ​​Campagnano and I participate in this project with my legendary class III B. I hope for a great collaboration with you and can't wait to get started and have fun together!

Dimitra Sionti - 22ο Νηπιαγωγείο Ιωαννίνων Ιωάννινα, Greece

CRISTOFORI MARIA ICS CAMPAGNANO-ROMA-ITALY

I’m a primary school teacher, teaching students aged 6 to 11. I cover math, science, geography, and physical education. We’re currently enjoying pixel art and coding in class. I’d love to learn more about coding, robotics, and using technology to support teaching. Our school runs interdisciplinary projects focused on environmental protection and waste recycling. I love my job!

My name is Madiha. I am an English teacher in Lille. I am the Erasmus coordinator in my school. I work on many projects with my students ( artistic and cultural) . I am interested in positive education, inclusion, special needs education. I focus my teaching on well-being, citizenship and discoveries of any kinds. I work with dynamic teachers who want our students to be involved.

Irene CoataICS Campagnano di roma, italia

Madiha Rosselle - Collège Rouges Barres Marcq-En-Baroeul- France

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I would like to collaborate with other primary school English teachers to carry out joint language and educational projects (I am a homeroom teacher for an 8th-grade class). I teach English in a primary school.

I’m a primary school teacher in Cissé, France, teaching 8-10-year-olds. I cover all subjects and have joined eTwinning projects. I organize interactive learning, outdoor classes, and student-led fundraisers. Students work autonomously with personalized workplans and assessments, and I run weekly cooperative councils to address issues and propose projects.

Hi! I'm Fotini, an English teacher in Heraklion, Crete, Greece. I love my job and enjoy using creative teaching methods, like eTwinning. In my free time, I relax with books, music, TV, and spending time with my family.

Hello, I’m Angelica Voinescu, a teacher at the Centrul Școlar de Educație Incluzivă in Vălenii de Munte, Romania. The school specializes in inclusive education, providing support to students with diverse learning needs.

Magdalena Michalak - Szkoła Podstawowa im. Pauliny i Augusta Wilkońskich w Siekierkach Wielkich Kostrzyn - Poland

angelica voinescu - CENTRUL SCOLAR DE EDUCATIE INCLUZIVA, ORASUL VALENII DE MUNTE - romania

Morisson fFrançoise - Ecole Publique de Puy-Lonchard Cissé France

Fotini Kastrinaki - 56 Δημοτικό Σχολείο Ηρακλείου Irakleio Kritis Greece

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I teach English in preschool . I believe that being a part of etwinning projects gives countless opporuninteis for both pupils and teachers.

Kotryna Lekaviciene is an educator at Vilniaus lopšelis-darželis "Nykštukas" in Vilnius, Lithuania. She is part of the early childhood education system and plays a key role in shaping the development of young children through creative and engaging educational activities.

Hello,I am a teacher in a CM1/CM2 class in La Cluse et Mijoux. I enjoy projects, foreign languages, and meeting people from different countries. In my free time, I practice artistic gymnastics, yoga, and I love reading and traveling.

I graduated in Primary School Teaching from Kafkas University. Currently, I am a first-year student in Sports Management at Mersin University, and I have graduated in Exercise and Sports Sciences from ATA AÖF and Child Development from Istanbul University. I want to explore educational approaches from different cultures and open new horizons for my students.

Marta Szwaja - Angielsko-Polskie Przedszkole Niepubliczne SOWA w Częstochowie Częstochowa Poland

Kotryna Lekaviciene - Vilniaus lopšelis-darželis "Nykštukas" Vilnius Lithuania

Annabelle Mardelé - Ecole primaire de La Cluse Et Mijoux La Cluse Et Mijoux - France

HARUN Özdoğan - Güngören İlkokulu Anamur Türkiye

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Thirty-two teachers from 11 countries—Italy, France, Spain, Portugal, Greece, Turkey, Poland, Bosnia and Herzegovina, Lithuania, Romania, and Slovakia—have come together in an eTwinning project dedicated to promoting multiculturalism through education. By embracing the richness of diverse cultures, these educators are using the English language as a bridge to celebrate differences, encourage intercultural dialogue, and foster understanding among students from various backgrounds. This project represents an excellent example of how education can be used as a tool to promote values of peace and tolerance. Through transnational collaboration and creative use of technology, teachers actively engage students in building a better world, based on mutual understanding and respect for diversity.

Irene Pertsali is a teacher at 22nd Kindergarten of Ioannina, Greece. She is dedicated to fostering a positive and inclusive learning environment for young children, promoting creativity and social skills through various educational activities.

ΕΙΡΗΝΗ ΠΕΡΤΣΑΛΗ - 22ο Νηπιαγωγείο Ιωαννίνων Ιωάννινα, Greece

Andreea Goran Dumitru is a teacher at Colegiul National "Nicolae Grigorescu" in Câmpina, Romania. She is passionate about education and committed to providing a high-quality learning experience for her students, fostering both academic and personal growth.

Andreea Goran Dumitru - Colegiul National „Nicolae Grigorescu”, Campina Câmpina Romania

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In September, the "A World of Differences, a School of Similarities" project inspired students across nations to celebrate cultural diversity and linguistic heritage through engaging activities. The month began with students presenting their cities to peers from different countries, fostering an appreciation for local traditions and landmarks. Each presentation showcased the unique characteristics of the cities, with students enthusiastically highlighting historical sites, natural beauty, and cultural customs. This exchange encouraged participants to embrace the richness of their shared yet diverse world.

Later in the month, the project honored the European Day of Languages, with activities aimed at celebrating multilingualism and fostering mutual respect among cultures. Students from each participating nation wrote three greeting phrases in their mother tongues, creating a vibrant tapestry of languages that symbolized unity through diversity. These greetings were shared during virtual meetings, bringing a personal touch to the celebration and helping students learn simple phrases in new languages.

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The second focus of the month aligned with the Europe Code Week, an initiative aimed at promoting digital literacy through coding. Students participated in coding challenges tailored to their age groups.A highlight of this activity was a game designed by the Italian team using Bee-Bots, where students programmed the small robots to navigate a path collecting symbols of peace and ultimately reaching the dove of peace. This creative integration of coding with the project’s central themes allowed students to develop problem-solving skills while reinforcing the importance of peace and collaboration. These activities highlighted the joy of shared traditions and the importance of digital skills, strengthening bonds and understanding among students from diverse backgrounds.

In October, the "A World of Differences, a School of Similarities" project combined tradition and innovation through engaging activities that celebrated popular games and introduced students to the world of coding. The first part of the month was dedicated to exploring popular games, a universal language that bridges cultural gaps. Students shared and played traditional games from their respective countries. These activities highlighted the shared joy of play while showcasing the unique cultural variations of recreational traditions. The exchange of games fostered a sense of community, as students discovered the values and teamwork embedded in these activities..

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In November, our project celebrated culture, kindness, and children's rights through meaningful activities. The month began with students sharing traditional recipes from their countries, showcasing the rich diversity of culinary traditions. From handwritten recipes to photos of dishes, this exchange became a delicious way to connect and appreciate each other’s cultural heritage. On World Kindness Day, participants engaged in acts of kindness and reflections on the power of small, thoughtful gestures. Students created messages, drawings, and videos to inspire kindness within their schools and communities, spreading positivity across borders.

The month concluded with activities for the World Day of Children's Rights, where students explored the importance of equality, education, and protection for all children. They expressed their thoughts through art, discussions, and creative presentations, reinforcing their understanding of universal rights. Through these activities, the project not only highlighted the importance of cultural and social values but also encouraged students to think critically about their role in shaping a more inclusive and compassionate world. By celebrating shared traditions, promoting kindness, and understanding children's rights, the project empowered participants to become active citizens and empathetic individuals.

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In December, the "A World of Differences, a School of Similarities" project embraced the spirit of celebration and reflection through activities centered on festive traditions and human rights. The month kicked off with students sharing how their countries celebrate winter holidays. They presented customs, decorations, songs, and traditional dishes, offering a window into the rich variety of festive practices. Virtual exchanges and creative displays allowed students to learn about each other’s unique ways of celebrating, fostering mutual respect and appreciation for cultural diversity.

Midway through the month, the focus shifted to the Universal Declaration of Human Rights. On Human Rights Day, students explored its core principles through discussions, artwork, and collaborative projects. They reflected on the importance of equality, freedom, and dignity, connecting these values to their own lives and communities. December’s activities combined joy and learning, celebrating traditions while promoting awareness of universal rights. The project inspired students to embrace diversity and advocate for fairness, ensuring that the festive season was not only about celebration but also about shared humanity and understanding.

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As the project drew to a close, students and teachers looked back on their shared journey, celebrating the friendships and connections built across borders. A final virtual meeting brought everyone together to present their learnings and achievements, with students proudly showcasing their contributions and reflecting on how the project helped them grow as global citizens. The conclusion of the project marked not an end, but a new beginning, as participants left inspired to carry forward the values of empathy, collaboration, and respect in their daily lives. Through the activities of January, the project reaffirmed its mission to unite diverse voices in creating a world of understanding and peace.

In January, the "A World of Differences, a School of Similarities" project concluded with meaningful activities highlighting the importance of peace and unity. The month began with reflections and creative work for the World Day of Peace. Students discussed the meaning of peace in their lives and communities, sharing messages, drawings, and poems that conveyed their hopes for a more harmonious world. Collaborative activities, such as creating a digital "Peace Tree" with messages from all participating countries, underscored the power of collective action and understanding.

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Collaborative Learning: eTwinning projects promote collaborative learning, encouraging students to work together to achieve common goals. This experience not only develops crucial social skills but also teaches the importance of cooperation and sharing knowledge.

Cultural and Linguistic Exchange: Through eTwinning, youth can immerse themselves in a rich variety of cultures and languages. Collaborating with classmates from different nations provides them with the opportunity to enrich their cultural understanding and expand their language skills in a natural and engaging way.

In the digital age we live in, learning knows no bounds. eTwinning projects offer children and young people an unparalleled opportunity to explore the world, broaden their knowledge, and connect with peers from around the globe. But what makes studying through eTwinning so enriching?

Exploring the World Through eTwinning Projects: An Educational Adventure

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In conclusion, eTwinning projects offer an educational experience that fosters cultural understanding, collaboration, creativity, and technological literacy, while also motivating and engaging students in their learning. It's truly an adventure that broadens horizons and prepares young people for a globalized world..

Motivation and Engagement: Participating in eTwinning projects stimulates students' intrinsic motivation, as it actively involves them in the learning process. The opportunity to work on stimulating and meaningful projects encourages them to be more engaged and involved in their educational journey.al and engaging way.

Technology as an Educational Tool: eTwinning harnesses the power of technology to facilitate collaboration and communication among students. By using digital tools such as online platforms and virtual communication tools, students learn to navigate in an increasingly interconnected and technologically advanced world.

Creativity and Innovation: The open and flexible nature of eTwinning projects provides ample space for creativity and innovation. Students are encouraged to explore original solutions to common challenges, thereby developing critical thinking and the ability to creatively solve problems.

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One significant advantage of gamified assessments is their ability to provide real-time feedback to both students and educators. As students progress through the game, they receive immediate feedback on their performance, allowing them to identify areas for improvement and adjust their strategies accordingly. Educators, on the other hand, can track students' progress and tailor instruction to meet individual needs. Moreover, gamified assessments promote higher levels of engagement and retention among students. By presenting content in a fun and interactive format, games stimulate curiosity and encourage active learning. Students are more likely to invest time and effort in mastering the material when it is presented in a way that is enjoyable and meaningful to them. Additionally, gamified assessments allow educators to assess a broader range of skills and competencies beyond traditional measures. Through gameplay, students demonstrate not only their knowledge of subject matter but also their problem-solving abilities, critical thinking skills, and collaboration with peers. Furthermore, gamified assessments in eTwinning projects facilitate a more holistic approach to evaluation. Instead of relying solely on standardized tests or exams, educators can use games to assess students' progress over time and gain a deeper understanding of their learning journey. In conclusion, gamified assessments in eTwinning projects offer a multifaceted approach to evaluation and verification of learning outcomes. By engaging students in interactive gameplay, educators can promote active learning, provide immediate feedback, and assess a broader range of skills. As technology continues to evolve, gamified assessments will play an increasingly integral role in shaping the future of education.

Innovative approaches to education are transforming traditional assessment methods, and within eTwinning projects, the integration of gamified assessments is gaining momentum. These interactive games not only engage students but also serve as effective tools for evaluation and verification of learning outcomes. Gamified assessments in eTwinning projects offer a dynamic and immersive way for students to demonstrate their knowledge and skills. By incorporating game elements such as challenges, rewards, and levels, educators create an environment that motivates students to actively participate and excel.

Enhancing Learning with Gamified Assessments in eTwinning Projects

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From crayon drawings in kindergarten to intricate digital designs in high school, the logos and posters reflect the diverse skill levels and imaginations of the students involved. Teachers serve as guides, nurturing the creative process while allowing students the freedom to express themselves. Once all logos and posters are submitted, the excitement builds as the entire school community prepares for the next phase: the logo and poster selection. Through a fair and democratic process, each member of the school community, including students, teachers, and staff, is invited to cast their vote for the logo and the poster they believe best represents the project's spirit. The voting process not only showcases the artistic talents of the students but also cultivates important values such as democracy, respect for diverse opinions, and collective decision-making. Finally, as the votes are tallied and the results announced, the chosen logo emerges as a symbol of unity and collaboration, representing the collective efforts of the entire school community. It becomes more than just a design; it embodies the shared aspirations and creative energy of students across all grade levels. In the end, the project transcends the mere creation of logos; it becomes a journey of discovery, collaboration, and celebration of creativity. It underscores the power of art and education to unite people across ages and backgrounds, fostering a sense of belonging and pride in collective achievements.

Celebrating Creativity:

Project Logos and posters Unite Schools from Kindergarten to High School

In an endeavor to foster creativity and solidarity among students, a unique project has been launched across schools, spanning from kindergarten to high school. The initiative revolves around the creation of logos representing the project, with every participating class contributing their artistic vision. The project's premise is simple yet profound: to engage students of all ages in a collaborative effort that transcends traditional educational boundaries. By inviting each class to design a logo, the initiative encourages creativity, teamwork, and a sense of ownership.

Collaborative working in eTnning projects plays a vital role in promoting a rich and dynamic learning environment for both students and teachers. These projects, which connect classrooms across borders, offer a unique opportunity for participants to engage in meaningful exchanges, develop new skills and broaden their perspectives. First, collaborative work promotes teamwork and cooperation among participants. By working together toward a common goal, students learn the value of communication, compromise, and shared responsibility. They also develop essential interpersonal skills that are vital to success in both academic and professional settings. Furthermore, collaborative projects in eTbling allow participants to explore different perspectives and experiences. Through interactions with their peers from different cultural backgrounds, students gain insight into global issues, cultural practices, and social norms. This exposure fosters tolerance, empathy, and cross-cultural understanding, preparing students to thrive in an increasingly interconnected world.

The Significance of Collaborative Work in an eTwinning Project

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In a collaborative effort facilitated by eTwinning, partners embarked on a project aimed at promoting peace through art. A large black and white poster symbolizing peace served as the canvas for this endeavor. Each partner received sections of the poster to distribute among their students for coloring. Once colored, these individual pieces were sent to Anna Miranda, the central coordinator of this activity of the project. With precision and care, Anna meticulously assembled the colored fragments, piecing together the initial puzzle. Through this collective effort, students from different corners of the world came together, contributing their creativity and perspectives to create a unified representation of peace. This project exemplifies the power of collaboration in fostering understanding and harmony across borders.

As part of the "A World of Differences, a School of Similarities" project, students and teachers created three eBooks showcasing traditional games, recipes, festivals, and holiday traditions. Guided by Laura Alvarez Serrador, Andrea Žáková, and Nikoleta Gkouliava, these eBooks highlight the rich cultural diversity of the participants. A fourth eBook, curated by Honorata Majczyna, features presentations of the participants' cities, celebrating their beauty and unique heritage. These eBooks are a testament to the project’s collaborative spirit, offering a lasting resource that fosters cultural understanding and connection.

Collaborative Creativity: Exploring Culture Through eBooks

Collaborative eTwinning Project: Piecing Together Peace

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Postcards Across Borders is a heartwarming project that unites students from different countries through the exchange of physical and virtual postcards. Each card showcases unique cultural symbols, traditions, or languages, fostering understanding and connection across borders. Students develop creativity, language skills, and global awareness while sharing messages of peace and friendship. This initiative highlights the power of simple gestures to build bridges, promote diversity, and inspire young minds to embrace a more connected world. Even in a digital age, postcards remain a timeless way to connect hearts and share cultures. 🌍✉️

In a symbolic gesture of unity and global understanding, students from various classes have come together for a collaborative project: coloring the project title with flags of the nations participating in the initiative. Each class is assigned a letter, and under the guidance of their teachers, they meticulously infuse each letter with the vibrant colors and designs of different national flags. The project title, a beacon of hope and international solidarity, takes on new meaning as each letter is adorned with flags representing diversity, cooperation, and friendship. From the youngest kindergarten class to the oldest high school students, everyone contributes their part to this collective artwork. Under Lucia Cozzo's careful guidance, the letters seamlessly blend into a cohesive whole, symbolizing the power of collaboration and a shared vision for a more connected world.

Postcards Across Borders: Connecting Hearts and Cultures

In an increasingly digital world, the timeless charm of postcards remains a powerful tool for connection, education, and cultural exchange. The project Postcards Across Borders captures this magic by bringing students from diverse countries together, fostering meaningful interactions and understanding through the exchange of both physical and virtual postcards.

Unity in Colors: Celebrating Diversity Through Flags

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In today’s digital age, where eTwinning projects connect students from different parts of the world, it is crucial to emphasize the importance of netiquette and internet safety. Netiquette, or the proper way to communicate online, plays a vital role in creating a respectful and positive online environment. Students must learn to interact thoughtfully, respect others’ opinions, and be mindful of their tone and language in online discussions. Similarly, internet safety ensures that students can engage in these collaborative projects without compromising their privacy or security. Educating young learners about safe browsing, protecting personal information, and recognizing potential online risks is essential for their well-being in digital spaces.

By integrating netiquette and internet safety into eTwinning projects, students not only develop their digital skills but also become responsible global citizens, ready to engage in positive and secure online interactions.

The latest collaborative effort in our eTwinning project reflects the application of these principles. Students from various partner schools contributed drawings for a project calendar, showcasing their creativity while respecting each other’s work and adhering to guidelines for safe online sharing. This beautiful calendar, with contributions gathered by Derya Sönmez, highlights the collaborative nature of the project and the importance of respecting both digital communication standards and safety practices.

The Importance of Netiquette and Internet Safety in eTwinning Projects

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End of Project Evaluation Report

Project Timeline and Milestones:

Project Goals and Objectives:

The project was structured over four months, with each month focusing on different activities and games aimed at achieving the project objectives. Activities included webinars, game introductions, playing sessions, and utilizing various web2 tools for educational purposes.

The "A world of differences, a school of similarities" project aimed to foster a culture of peace and understanding among participants. Over the course of September 2024 - January 2025, participants engaged in various activities focused on promoting peacebuilding and conflict resolution skills.

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Success Criteria or Key Performance Indicators (KPIs):

Key Deliverables:

The immersive technologies employed allowed children and teenagers to develop empathy, learn through hands-on experiences, stimulate and foster creativity, concentration, collaboration, trial-and-error learning, memory, exploration, and critical interaction.

Gamification aimed to stimulate measurable and active behavior while fostering active interest in the communicated message. It served as a means to effectively convey information.

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Challenges Faced During the Project:

Overall Project Outcomes and Achievements:

Coordination: Ensuring effective coordination among participants across different locations and time zones proved to be a significant challenge. Coordinating schedules and aligning priorities required constant communication and flexibility from all involved parties.Resource Constraints: Limited resources, including time, materials, and technical support, presented challenges in executing the four common works. Finding creative solutions to work within these constraints while maintaining the quality of the outcomes was a continuous effort. Engagement: Sustaining active engagement from all participants throughout the duration of the project was another challenge. Maintaining motivation and participation levels required innovative approaches to keep everyone involved and invested in the common works. Quality Assurance: Ensuring consistency and quality across the four common works posed a challenge, especially with diverse skill levels and varying levels of access to resources. Establishing clear guidelines and providing feedback mechanisms helped address this challenge to some extent.

The project successfully achieved its objectives, evidenced by increased cross-cultural understanding, improved language skills, enhanced digital competence, innovative teaching methodologies, and tangible collaborative products. - Documentation of planning, progress, and results was meticulous. - Evaluation of activities was comprehensive, considering engagement levels, learning outcomes, collaboration quality, and alignment with project objectives. - All stakeholders, including coordinators, teachers, students, and families, participated in the evaluation process, providing feedback and suggestions for improvement. - Project work and results were disseminated widely through various channels to maximize impact, including eTwinning platform, social media, newsletters, meetings, and committees.

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thank you!

A world of differences, a school of similarities PROJECT