eTwinners and Momo Reclaim Time

Index

Presentation

I am a cool subtitle, ideal for providing more context about the topic you are going to address

I am a cool subtitle, ideal for providing more context about the topic you are going to address

participating Teachers and schools

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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

We don't like to be boring. We don'twant to be repetitive. Communicating as always is boring and doesn't engage. We do it differently. We sabotage boredom. We create what the brain likes to consume because it stimulates it.

contents

Ice- breaking activities

Transnational Teams collaborate at the 1st part of the eMagazine

- Let's cooperate in teams

- Our Expectations about the Project

- Team 1 produces the factfile of Sahmaran and Benandanti

- Tips to use the Twinspace

- Team 2 produces the factfile of Umai and Leshi

- Knowing Each Other

- Team 3 produces the factfile of Phoenix and Izir

- Logo Contest

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

Our Digital Awareness

- Let's learn something about the advice column

- e-safety- copyright- web risks

- 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

- Choosing the Main Issues Our eMagazine Will Address

- 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

- Communication

- Let's choose the Mythical Mentors for our eMagazine

- Frequent Monitoring

- Dissemination

digital awareness

All images in this storytelling are interactive. Click on them to enlarge the pictures or access external links, presentations, and digital resources created during the project.

Our teachers introduce themselves through a collaborative Padlet, sharing their backgrounds, interests, and enthusiasm for the project.

Students create avatars and personal presentations to introduce themselves to their new European friends in a fun, safe, and creative way.

Each partner school presents its city and school community on the TwinBoard, allowing everyone to discover different cultures, traditions, and everyday life across Europe.

Click on the photo to see the Padlet

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

digital awareness

Before beginning our adventure with Momo, students and families worked together to ensure a safe and responsible participation. Parents gave their consent, and pupils learned the importance of digital citizenship, privacy, and respectful online behaviour.

Families actively supported the project by signing parental consent forms, allowing students to participate safely and confidently in all eTwinning activities.

Students discovered key topics such as privacy, copyright, fake news, cyberbullying, and digital footprints. They then transformed their knowledge into creative products to share safe online practices with their peers.

Partner schools carried out hands-on activities on eSafety, discussing responsible internet use and creating posters, presentations, and classroom displays to promote digital awareness.

Students from different countries uploaded their work on a common digital board, exchanging ideas and learning from one another about online safety, privacy, and netiquette.

Click on the Digipad to check the resources

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Our journey started with a mystery. A strange suitcase appeared in every classroom, awakening curiosity, imagination, and teamwork. Through observation, riddles, and discussion, students became young detectives and took their first steps into Momo's world.

Students from all partner schools carefully observed the objects, discussed their meanings, and collected evidence to solve the mystery. This playful approach promoted cooperation, creativity, and active participation.

A mysterious suitcase arrived in our classrooms, containing unusual objects linked to an unknown owner. The activity encouraged curiosity, critical thinking, and collaborative problem-solving as students shared ideas and formulated hypotheses together.

Inside the old coat, students discovered a secret QR code. By using digital tools to uncover the next clue, they developed investigative skills while experiencing learning as an exciting adventure.

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Our journey started with a mystery. A strange suitcase appeared in every classroom, awakening curiosity, imagination, and teamwork. Through observation, riddles, and discussion, students became young detectives and took their first steps into Momo's world.

Solving the final challenge

Students completed an interactive Genially game that guided them through the clues and helped them discover that the mysterious owner was Momo. Gamification increased engagement and encouraged logical reasoning and teamwork.

Students completed an interactive Genially game that guided them through the clues and helped them discover that the mysterious owner was Momo. Gamification increased engagement and encouraged logical reasoning and teamwork.

Here you can put a highlighted title

Our journey started with a mystery. A strange suitcase appeared in every classroom, awakening curiosity, imagination, and teamwork. Through observation, riddles, and discussion, students became young detectives and took their first steps into Momo's world.

Through videos and animations, students discovered Momo's world and reflected on the importance of time, listening, and human relationships. Multimedia resources helped make abstract ideas more meaningful and engaging for all learners.

Students read a simplified English version of Momo, specially prepared to make the story accessible to everyone. The activity supported language learning while introducing the novel's central themes.

Learners used summaries, extracts from the original text, and additional materials to deepen their understanding of the characters, settings, and messages conveyed by Michael Ende's work.

Here you can put a highlighted title

Our journey started with a mystery. A strange suitcase appeared in every classroom, awakening curiosity, imagination, and teamwork. Through observation, riddles, and discussion, students became young detectives and took their first steps into Momo's world.

Here you can put a highlighted title

To understand Momo's message more deeply, students did not simply read about time and listening—they experienced them firsthand. Through two practical experiments, they reflected on the effects of rushing, the importance of attention, and the power of truly listening to one another.

Slow Motion vs. Rush Hour

The Listening Challenge

Forum Discussion

Discovering the value of slowing down

Learning what it means to be truly heard

Reflecting together on our experiences

Reflecting together on our experiences

Students shared their thoughts and feelings in the TwinSpace forum, comparing their experiences with those of their international partners. Reflection and dialogue transformed individual activities into a collective learning process.

Working in pairs, students practised active listening without interruptions. This experience strengthened empathy and helped them understand why Momo's greatest gift was her ability to listen to others with genuine attention.

Students carried out the same task under different time conditions and reflected on the quality of their work and their emotions. The activity helped them realise that time pressure affects attention and creativity, while slowing down allows deeper engagement and better results.

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To understand Momo's message more deeply, students did not simply read about time and listening—they experienced them firsthand. Through two practical experiments, they reflected on the effects of rushing, the importance of attention, and the power of truly listening to one another.

Verifying our knowledge through play

Slow Motion vs. Rush Hour

The Listening Challenge

Forum Discussion

Each partner explored a different part of the novelSchools selected specific chapters and characters to investigate. This collaborative organisation encouraged responsibility and ensured that students collectively covered the entire story.

Learning what it means to be truly heard

After creating the shared quiz, partner schools met online and completed the international Wayground challenge together.

pupils created them. This process required careful reading, interpretation, and critical thinking, helping students deepen their understanding of Momo's world and messages.

Here you can put a highlighted title

To understand Momo's message more deeply, students did not simply read about time and listening—they experienced them firsthand. Through two practical experiments, they reflected on the effects of rushing, the importance of attention, and the power of truly listening to one another.

Slow Motion vs. Rush Hour

The Listening Challenge

Forum Discussion

Verifying our knowledge through play

Each partner explored a different part of the novelSchools selected specific chapters and characters to investigate. This collaborative organisation encouraged responsibility and ensured that students collectively covered the entire story.

Students posted their ideas in the TwinSpace forum, explaining who today’s Time Thieves were and how they affected people’s lives.

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During an international online meeting, Cassiopeia asked students for help. The Time Thieves were still stealing people's time, and children were challenged to create a game that would bring people together without screens or digital distractions. This mission transformed students from readers into active changemakers.

The Listening Challenge

The Listening Challenge

Slow Motion vs. Rush Hour

The Listening Challenge

Each partner explored a different part of the novelSchools selected specific chapters and characters to investigate. This collaborative organisation encouraged responsibility and ensured that students collectively covered the entire story.

Each partner school suggested themes for the Listening Card Game based on class discussions and students' interests. The proposals were then gathered into a common poll, allowing all participants to vote democratically. The winning themes became the foundation of the final cards, e

The four most popular themes for the Listening Cards were

Each partner school suggested themes for the Listening Card Game based on class discussions and students' interests. The proposals were then gathered into a common poll, allowing all participants to vote democratically. The winning themes became the foundation of the final cards, e

During and after the online meeting, students used collaborative word clouds and class discussions to decide how they could help people reconnect. Together, they identified both the people who most needed time and attention and the type of game that could encourage meaningful conversations across generations.

Memories, Relationships, Emotions, and Important Values

The Listening Challenge

During an international online meeting, Cassiopeia asked students for help. The Time Thieves were still stealing people's time, and children were challenged to create a game that would bring people together without screens or digital distractions. This mission transformed students from readers into active changemakers.

The four selected themes gave rise to four transnational teams: Memories, Relationships, Emotions, and Important Values.

Each transnational team brought together students from all eight partner schools. The schools were divided into two groups: four created cards for children, while the other four designed cards for adults and elderly people. Each school contributed one question to a shared Google Doc, resulting in eight cards for every theme and ensuring that all voices were represented in the final Listening Game.

The Listening Challenge

The Listening Challenge

The Listening Challenge

The Listening Challenge

Memories, Relationships, Emotions, and Important Values

Memories, Relationships, Emotions, and Important Values

Memories, Relationships, Emotions, and Important Values

Memories, Relationships, Emotions, and Important Values

Here you can put a highlighted title

During an international online meeting, Cassiopeia asked students for help. The Time Thieves were still stealing people's time, and children were challenged to create a game that would bring people together without screens or digital distractions. This mission transformed students from readers into active changemakers.

One Shared Goal, Many Contributions

The four selected themes gave rise to four transnational teams: Memories, Relationships, Emotions, and Important Values.

Timeline

One Shared Goal, Many Contributions

One Shared Goal, Many Contributions

One Shared Goal, Many Contributions

The four selected themes gave rise to four transnational teams: Memories, Relationships, Emotions, and Important Values.

eTwinners from Özel Menderes Çağdaş Eğitim Koleji,

The four selected themes gave rise to four transnational teams: Memories, Relationships, Emotions, and Important Values.

One Shared Goal, Many Contributions

One Shared Goal, Many Contributions

One Shared Goal, Many Contributions

The four selected themes gave rise to four transnational teams: Memories, Relationships, Emotions, and Important Values.

The four selected themes gave rise to four transnational teams: Memories, Relationships, Emotions, and Important Values.

The four selected themes gave rise to four transnational teams: Memories, Relationships, Emotions, and Important Values.

Timeline

Mission Accomplished: The Listening Game Gives Time Back to Our Communities

Summary

One Shared Goal, Many Contributions

One Shared Goal, Many Contributions

One Shared Goal, Many Contributions

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Trust

Inspiringeach other

Enthusiasm

Cooperation

Flexibility

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We collaborated to design each phase of the project plan. Teachers communicated daily through a WhatsApp group, and to plan tasks, we organised online meetings for teachers, students, and transnational teams.

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Assessment and EvaluationInitial assessment: pre-surveys for teachers, students, and families to identify needs, expectations, and starting points.Formative assessment: a midway student survey to monitor participation, engagement, and learning experiences.Summative assessment: final surveys for students, teachers, and families to evaluate the project's impact on listening skills, empathy, collaboration, and community involvement.Final evaluation: analysis of all data and preparation of a comprehensive project evaluation report.

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WWe used many channels to disseminate our project... because sharing is Caring!

Thanks

Remember to publish!