SHALL WE PLAY TOGETHER…?
Games and sports as culture.
10 - 12
Physical Education, Social Science, Digital Knowledge, Spanish language and English and French as foreign language.
- Language competence
- Mathematical competence and basic competence in science and technology
- Digital Competence
- Learn to learn
- Social and civic competence
- Sense of initiative and entrepreneurship
- Awareness and cultural expressions
- To know, discover and value games and sports of the region and other European cultures and countries as proposals for the occupation of leisure and leisure time, and for the improvement of social relations.
- To carry out research on certain popular games or alternative and / or autochthonous sports of different European regions, and participate in its dissemination in an oral and written way using different languages.
- To learn and put into practice related vocabulary in the area of Physical Education in general, and traditional and autochthonous games and sports in particular.
- To value the foreign language, and the languages in general, as a means of communication and understanding between people of diverse origins, languages and cultures.
- Recognize and locate games and sports according to the countries of origin on a map of Europe.
- Initiate and improve the use of digital tools and TACs.
END PRODUCT EXPECTED
- Creation of a large digital video library housed in a YouTube channel.
- Creation of a web page or blog in continuous growth where the contributions of all partner countries and collaborators with their games and videos are being hosted.
METHODOLOGIES AND WORK PROCESSES
Responsible participating teachers will have a first contact to present ideas, clarify doubts, etc. Students from each partner center will then be asked to make small presentations (in any type of format, either video or through a web tool) about themselves, their schools, and the locality, region and country where they live, in order to have a better knowledge of those who will be their project partners.
Each center (partner) must present four popular games or sports activities native to the regions where they live.
The role of the students will be to investigate, with the help of their families, those "games of a lifetime".
From each game a small card will be made in written format and will include an exemplification of the video game in a language other than the mother tongue, if possible English.
Once the cards and videos of the games have been made, they will be shared with the rest of the members, who will in turn translate the chips and subtitling the videos generated by their colleagues from other countries. In addition to this, they will generate fiches and videos in another third language, for example French in the case of Spain, in order to reach a greater number of students from other countries not collaborating in the project but who may be interested in obtaining information about games Typical or popular in other countries.
The role of teachers in these activities will be to guide the students' research work together with their families, as well as select the games that may be most interesting, motivating and original, and help in the creation of the fiches and especially in The technical support of digital tools, such as recording or inserting texts into videos.
The game cards, once a common template for collecting data, and having completed each one with the description of each game, can be shared through Dropbox or Google Drive, and each partner center will work on them.
The original videos of each partner will be shared in the TwinSpace through Vimeo, these being assigned a password so that they can only be used and visualized by the students and teachers of the work group. This will allow each partner to download and use it as needed. The final creations of videos with subtitles will be housed in a YouTube channel that will serve as a "digital library" of European sports and games.
Let's take an example and imagine that the five participating partners are schools in Spain, Norway, Greece, Romania and Austria. Each center produces four videos in English of their games (one video for each game), and they are uploaded to TwinSpace via Vimeo (with password) so that the other groups can work with them, which means that there is a total of 20 videos. Subsequently, each center uses all the videos to translate and subtitling them first to their mother tongue, and then to a third language other than that of any of the other partner countries, ie (for example), Spain translates into Spanish and French , Norway does it to Norwegian and Swedish, Greece to Greek and Italian, Romania to Romanian and Hungarian, and Austria to Austrian and German. This would make the 20 videos available in 10 subtitled versions (a total of 200 videos). Once all the videos are finished, they will be made public and will be housed in a YouTube channel so that those games and sports can reach a high number of teachers, students and people in general from around the world who may be interested.
A final phase would be to subtitling all the videos of games and sports, to create an interactive map of Europe, using Scratch for example, in which from each partner country links to different videos of games, Including subtitled versions.
Both the files and the videos, together with the interactive map, will form an essential part of a web page or blog that will have as a purpose the dissemination and propaganda of all those games and sports that the students of different countries have wanted to share with their companions of all Europe.
MAIN ACTIVITIES AND TOOLS
1. LET'S KNOW US.
Starting from working in corners, during one of the first sessions of the project, students from the participating countries, through a videoconference (Skype, Hangouts, Adobe Connect, Messengar, etc.), will connect in small groups to Be present among them and have a first contact that allows them also to be able to put into practice the foreign language to communicate.
2. MY GRANDPAS PLAYED…
Each small national group makes a video explaining and exposing in a practical way some of the popular games that have managed to discover thanks to the research carried out together with their families.
One of the country groups write one of the games and passes all the information to another group in another country, and the latter must explain it through the video. In this way, mixed groups interact to perform a task.
EVALUATION OF LANGUAGE COMPETENCE
All material prepared in both Spanish and foreign languages will be reviewed and supervised by tutors, or teachers of Spanish Language, and by English and French specialists.
In addition, videoconferences will also be carried out with the help or support of the Conversation Assistant, who will be able to facilitate the linguistic exchange between the attendees.
EVALUATION OF DIGITAL COMPETENCE
The ICT coordinator of the center, together with the teacher responsible for the project and the teacher of the subject "Digital Knowledge", will dedicate small sessions, or small group corners, to explain what tools can use for different tasks and how to do it.
Once the videos, as well as the subtitles of the same and the other tasks that require the use and implication of digital tools or web 2.0, the same masters mentioned previously will review the results before making them public.
EVALUATION OF THE PROCESS
As the project progresses and phases are passed, and just as each time you use different web tools or applications, students will be asked to make a small evaluation of what they have been putting into practice, including Also in those evaluations that can carry out evaluations and criticisms and self-criticism, as well as suggestions, of everything they consider appropriate. Likewise, each participating teacher and collaborator will also have the opportunity to evaluate and make suggestions and improvements of the whole process.
At the end of the entire project, and disseminated through the media designated for this, students and teachers, families and other possible external agents will be requested, using the Google Forms tool, to evaluate the Project developed by their students and children and give suggestions and contributions for future projects.
As mentioned, the project will generate two artifacts, one in a web page format and another as a YouTube channel, both of which will be shared and disseminated through different Social Networks, educational portals, pages of the educational centers or even The websites of the Official Associations of Graduates in Physical Education and in the Sciences of Physical Activity and Sport.
In addition, throughout the course and whenever there is a teachers meeting in the center, mention will be made of the project and its process, leaving for the end of the course, when the final report of the course is made, the possibility of The rest of colleagues value the same and suggest more lines of work for future actions in the center through other eTwinning project, either as new project promoters or as partners in proposals that may come from other centers.
Having the opportunity for the project to be disseminated also in the written press or in other audiovisual media of reference in the locality, region or national level should also be valued, as this would give the project and the center itself a great strength And importance at a social level, showing the involvement of teachers and students in collaborative projects at European level.
Another idea would be to present the project in the local delegation of education of the City Council to try to get support (economic or technological) that allows the project can be developed with the maximum possible guarantees, and may also study the possibility that the City Council itself Invite students from other countries to know our locality, or even provide some financial help so that the students of our centers can visit other countries.