What an eTwinning news!
“Read the World” project is on the shortlist of European eTwinning Prizes 2016!
As it is stated on the etwinning.net page – it means that from 202 projects submitted to the competition, our Gruffalo adventures are among “the most valuable projects that made it to the final evaluation round”.
More details available here.
Keep your fingers crossed!
Meantime, all project teachers give a huge hug to every kid who read the world with Gruffalo last year!
Summary is available in PDF file here:
SURVEY FOR TEACHERS
Survey for teachers was conducted from 20th June to 30th July 2015. The questionaire was avaliable online on a project blog in English language version. Eleven teachers took a part in a survey – three from Iceland and Spain, two from Poland and Slovenia and one teacher from France.
Summary consists of three parts:
- PART 1. MY ROLE AT SCHOOL (where teachers are asked about the country they live and teach in, their role at school and an experience in teaching);
- PART 2. MY ROLE IN A PROJECT (where teachers are asked about their experience within eTwinning programme and general participation in project topics);
- PART 3. STUDENTS` BENEFITS(where teachers were rating students` benefits from the project which consists of their improvement, involvement and fun from project tasks.
Summary includes also teachers` final comments and conclusions.
Feel invited to read how we rated project activities and where we noticed our strong points and weakness.
Great work! Spain has also received a quality label for Kids Read the World project!
Results of survey in Polish language version:
ankieta eTwinning PL plus summary of the survey
Summary of results:
Survey was conducted from 16th June to 24th July 2015. The questionaire was avaliable online on a kindergarten website and a project blog in a Polish version. Eleven parents took a part in a survey.
Question 1. Parents were asked about the way of being informed about project process, its aims and results.
Parents answers suggest various sources of information about the project. They were informed directly by teachers, through kindergarten web site and project blog, and also by displays on a group board.
Question 2. Parents appraised the frequency of their visits on the project blog.
Half of parents declared visiting project blog few times a month. One parent was visiting the blog few times a week, another one – once a month. One parent admitted not visiting project blog at all. Being asked about the reason of rare visits on the blog, parents explain the lack of time and other, unspecified reasons.
Question 3. Parents tried to appraise child`s motivation within project activities.
Most of parents noticed rising motivation during the project or keeping the same quality of motivation towards project tasks. One parent stated that his/her child`s motivation was waning, another one has no opinion about this matter.
Question 4. Parents were asked about project impact on gaining students competences. Parents stated how much they agree with statements by rating them with phrases: I strongly agree; I rather agree; I have no opinion; I don’t agree, I definitely don’t agree.
Parents answers indicate that there is a strong correlation between project work and developing cultural competences, growth of children`s knowledge, curiosity and creativity, and progress of their individual facilities. Parents perceive project`s impact on gaining language competences and skills in using new technologies. Achieving curriculum goals through project activities is also apparent. Rarely parents said that they have no opinion about these issues. With no doubt parents see eTwinning projects as inspiring educational offer for their children.
Question 5. Parents were asked to rate attractiveness of project activities. They used a scale based on such statements as: very attractive (for children), average, little attractive, unattractive.
Most of project activities were rated by parents unanimously as „very attractive for children”. Among them there were: tracks and puzzles about animals in our countries, creating Gruffalo and rebuiding our European Gruffalo, creating magic land for Gruffalo (La La Land), creating and playing Gruffalo board game, collaborative story with silly items from our partners and playing in Gruffalo theatre for parents and grandparents. Another activities were rated as “very atractive” or “average” and there were: memory game to introduce themselves, drawing contest and voting for the best characters of the story, showing outdoor to our friends and making Gruffalo`s menu. For one parent both memory game and showing outdoor to our friends were little attractive.
Question 6.Additional parents` comments.
Additional comments gave by some parents indicate positive reaction towards “Read the World” project. What is more, they highlighted teachers commitment for creating project activities. Some of parents` comments:
• I have never seen „something like that”. I am very surprised with this project and very grateful. We had a great joy and satisfaction watching our child`s involvement in a project.
• I am very glad with this project. Thank you!
• It need to be highlighted that teachers were equal to the occasion and did this project work with great passion! Teachers, Anna and Natalia deserved to receive thanksgiving for what they did – for project adventures and interesting way to gain a knowledge about Europe. Dear Ladies – we (parents) see that and appreciate that. Thank you!
• We hope that next year another children will have a chance to take a part in such projects!
Well done Gruffalo team ! Here is the first National Quality label for our project !!!
I’m sure other Quality Labels will join this one very soon !!!
Dear teachers participating in “Read the World” project,
it`s high time for evaluation!
Follow this link to answer questions according to your participation and impact to the project activities and results:
Summary of result:
Survey was conducted in july 2015. The questionaire was avaliable online on a kindergartens education website and on our project blog in a Icelandic version. Eight parents took a part in the survey.
Question 1. Parent were asked how they knew and was informed about the project. Most parents knew through the teachers, and others from the kindergartens website.
Question 2. Parents were asked how frequency they visits the project blog. Most of them said sometimes and few said never.
Question 3. Parents were asked if never, why they did not visit the blog. Most of them said they did not give themselves time and other said they did not know the web adresse.
Question 4. Parents were asked if they children talked about the project at home. Most of them said sometimes, some of them said often and few said never.
Question 5. Parents were asked if the children said something about the project at home, what did they talk about. Most of the children talked about Gruffalo himself and the story about him. Many told about the stories and plays they participate in and some talked about many different projects and field trips to look for footprints and animals.
Question 6. Parents were asked if they thought the children had learned something from the project and what did they learn. They felt that most children got more skills in communication and more chance to be creative. They learned about foreign country´s and tecnologi.
Question 7. Parents were asked if they thought this kind of project mattered in the kindergarten. Almost all said that it mattered but very few said it mattered not so much.
Question 8. Parents were asked if they would want to participate more in this kind of project. Most of them said yes, some said yes but not so much and few said no.