Report of our eTwinning Project- From Myths to mentorship

eTwinning Project "From Myths to Mentorship: Lessons from European Legendary Creatures"

Report of our Project

Greece- Italy - Romania- Turkey

participating Teachers and schools

Teodora AntonazzoI.C. "Carducci-Materdona"- Mesagne- ItalyVasiliki Gkoloni - Sofia Boura 25th Primary School of Patras- GREECE Loredana Popa Scoala nr. 17 Botosani- Romania Violeta Cristina Irimia Scoala Gimnaziala Lunca Priporului, Nehoiu, Buzau-ROMANIA Dilek DENİZ DİNÇER Özel Menderes Çağdaş Eğitim Ortaokulu- İzmir- TURKEY

The eTwinning project "From Myths to Mentorship: Lessons from European Legendary Creatures" transformed our students into imaginative storytellers and thoughtful advisors. They explored the fascinating world of mythological beings to bring their wisdom into modern life. After researching legendary creatures and designing creative identity cards, they collaborated in transnational teams to co-create a two-part eMagazine: first, a playful campaign where each creature introduced itself as a potential mentor; then, an advice column where students tackled real-life challenges and responded in the voices of their chosen mythical guides, offering thoughtful advice inspired by each creature’s traits and values. Curious to see how ancient legends became mentors for today’s youth? Dive into our storytelling book and uncover the magical journey behind the pages.

contents

Ice- breaking activities

Transnational Teams collaborate at the 1st part of the eMagazine

- Let's cooperate in teams

- Tips to use the Twinspace

- Team 1 produces the factfile of Sahmaran and Benandanti

- Knowing Each Other

- Team 2 produces the factfile of Umai and Leshi

- Our Expectations about the Project

- Team 3 produces the factfile of Phoenix and Izir

- Logo Contest

- Team 4 produces the factfile of Domovoi and FionnMac Cumhaill

Our Digital Awareness

Collaborating at the 2nd part of the eMagazine (The advice Column)

- e-safety- copyright- web risks

- Let's learn something about the advice column

- Our Advice Column: One Partner Shares a Problem, the Other Replies as the Creature!

Journey Into Myths: Preparing the Ground for Our eMagazine

Our Collaborative eMagazine is ready

- Let's read and disseminate it

- Discovering what a myth is...

- Exploring Myths from Our Countries and Beyond

Good- Bye Messages

- Let's meet one more time

- Choosing the Main Issues Our eMagazine Will Address

Ingredients of our Project

- Let's choose the Mythical Mentors for our eMagazine

- Sharing is Caring

- Communication

- Frequent Monitoring

- Dissemination

ice - breaking activities

Tips to use the Twinspace

Before starting our cooperation, we shared useful information on how to use the Twinspace for both pupils and teachers.

Our Expectations

All the partners used a common padlet to write a post about themselves. They also learnt how to create their Avata

All partners used an Answergarden to share their expectations about the project

Click on the photo to see the Padlet

Our Pupils working at the logos

Pupils could choose to create a logo for the project either by drawing it by hand or using digital tools. After completing their designs, they uploaded their logos to Twinboard and wrote a brief description of each one. Finally, all the logos were collected in a Google Form, where students voted for their favorite design.

Here is the most voted logo

our digital awareness

All partner schools came up with thoughtful rules about being safe and kind online. Each school added their rule to a Canva presentation designed as a garden filled with flower shapes. Pupils were invited to upload their drawings or written rules onto an empty flower in the garden.

digital awareness

Pupils became aware of what they know or ignore by playng a game: spinning a wheel about esafety

Pupils checked the files that all the teachers had uploaded in Digipad to know something more about important issues like intellectual property, copyright, creative commons, data protection.

Click on the photo to spin the wheel

Click on the Digipad to check the resources

Journey Into Myths: Preparing the Ground for Our eMagazine

discovering what a myth is...

STEP 1

STEP 1

Before getting started, we used a game created with Quizzlet to check how much our pupils kew about myths and mythological creatures.

Then pupils checked a presentation created by teachers to learn more about myths

Exploring Myths from Our Countries and Beyond

Each partner school makes researches about mythological creatures from their own countries and beyond, following the information required by a provided checklist and shares their findings in the Twinboard of their page in twinspace.

Finally all the identity cards are uploaded on a common Padlet and the Hall of Legends is ready

Then each partner school uses a common Canva to create the identity cards of their creatures.

Choosing the main issues our eMagazine will address

The pupils propose the topic of our first story in a wordcloud

Then they discuss in a FORUM about the results of the wordcloud,

Choosing the mythical mentors for our emagazine

STEP 2

STEP 1

pupils were organized into 4 transnational teams

There was a poll and the students voted for the creatures which, in their opinion, were the best ones at solving the problems they had proposed in the Answergaredn wordcloud. The 8 most-voted creatures will become the main characters of the magazine.

STEP 3

We used a spinning wheel to assign each team 2 creatures

The 8 most-voted creatures

TRANSNATIONAL TEAMS

COLLABORATE AT THE FIRST PART OF THE EMAGAZINE: THE CREATURES' FACTFILES

transnational teams collaborate to build the creatures' factfiles

task:

a task for each partner school

In the first part of the e-Magazine, each team had to introduce their assigned creatures like a candidate in an election, trying to win the readers’ attention and trust to be chosen as problem-solver.

Within each team, each school helped create the creature’s profile by choosing one task:

• a) Key facts (from its ID card)
• b) Illustration or drawing of the creature
• c) Map or photo of its habitat
• d) Motto showing its spirit
• e) “Creature Pictionary” — drawings with feature labels (wings, horns, fire, etc.)

Team 1 creates the Factifile of Sahmaran and Benandanti

After completing a table to select their preferred tasks, the members of Team 1 from each partner school contributed to a shared Canva template prepared by the teachers. Each school added its assigned content—such as key facts, illustrations, maps, or mottos—and collaboratively edited and finalised the fact file pages about Shamran and Benandanti.

Team 2 creates the factfiles of umai and leshi

After completing a table to select their preferred tasks, the members of Team 2 from each partner school contributed to a shared Canva template prepared by the teachers. Each school added its assigned content—such as key facts, illustrations, maps, or mottos—and collaboratively edited and finalised the fact file pages about UMAI and LESHI.

Team 3 creates the factfiles of PHOENIX and IZIR

After completing a table to select their preferred tasks, the members of Team 3 from each partner school contributed to a shared Canva template prepared by the teachers. Each school added its assigned content—such as key facts, illustrations, maps, or mottos—and collaboratively edited and finalised the fact file pages about PHOENIX and IZIR.

Team 4 creates the factfiles of DOMOVI AND FIONN MAC CUMHAILL

After completing a table to select their preferred tasks, the members of Team 4 from each partner school contributed to a shared Canva template prepared by the teachers. Each school added its assigned content—such as key facts, illustrations, maps, or mottos—and collaboratively edited and finalised the fact file pages about DOMOVOI and FIONN.

COLLABORATING AT THE 2ND PART OF THE EMAGAZINE:

THE ADVICE COLUMN

STEP 1

Learning the characteristics of an Advice Column

Pupils reviewed a presentation prepared by the teachers, which included helpful tips for writing their posts as well as scaffolding language structures to support the weaker learners.. Click on the photo to watch the presentation.

STEP 2

Dear Creature, ...

Each partner school wrote at least one post for each problem, describing a real-life situation and addressing it to one of the eight creatures they found most suitable to give advice, based on its unique powers and personality. Another partner school responded, taking on the role of the chosen creature and offering advice as if they were that mythological being. Both the posts and the creatures’ replies were included in the second part of the eMagazine, where pupils edited and finalised the pages of the 'Advice Column'

Our emagazine is ready

GOOD BYE MESSAGES

Cooperation

Trust

Inspiringeach other

key ingredients of our project

Enthusiasm

Flexibility

Effective communication is the key to working together as a team. We shared the project Netiquette with partners.

We held a meeting with families to inform them about the project, about Data protection, Copyright. and we got the Privacy consent signed by them-

The starting pointof our collaboration was the sharing of the draft of the Project plan with all the partners by a common google doc. Everyone could make suggestions

"Throughout the project, the original plan was adjusted in some parts based on pupil feedback, the results of our discussions and mid-project survey, as well as an unexpected change: the project founder, our Polish partner, faced serious difficulties and had to withdraw from the project. As a result,

MONITORING - FLEXIBILITY- COOPERATION

were the key words of the project

communication

Communication was frequent. We used many channels!

messenger group was created and used for faster information

emails were used to sum up what we had said during the videoconferences and to give more detailed information

online meetings were used to discuss about the project plan, activities, and distribution of the tasks

monitoring

Monitoring had an important role because it allowed us to make adjustments in our teaching methods and strategies but also in the planning of future activities. Moreover it gave us the chance to provide feedback to pupils.A component of monitoring was the systematic observation of pupils at work and play, how they interacted with teachers and with peers, their involvement in the project activities. We also used a very easy evaluation rubric to assess student performance across five key criteria in a project: Content and Writing, Creativity, Teamwork, Digital Skills, and Effort and Participation.

• Do I listen to my pupils' opinions ?
• How much are they involved in this type of activity?

• Are my pupils having difficulties
• to do this task?

• Are pupils interacting with their peers?
• Are they collaborating with their team?
• Is each of them contributing to the final product?
• Are they respecting deadline?

We also considered students' and teachers' expectations at the beginning of the project, along with the results of the mid-project survey and final surveys completed by pupils, teachers and families.

Dissemination is about making the main results/outputs of a project visible to key actors, especially end users, relevant target audience and decision makers. The dissemination of the project to different target groups is contributing to give a high visibility to the institutions/organizations that carried out the project, to inspire other institutions/organizations and to promote new school cooperations for future projects.

Collaborative work by :eTwinners of ""From Myths to Mentorship: Lessons from European Legendary Creatures"" 2024-25 PARTNERS: GREECE- ITALY- ROMANIA- TURKEY