FINAL OPINIONS AND
GENERAL SUMMARY
OF THE PROJECT'S PROCESS

  We started the project with the idea that students should have experience in different fields of art and literature, read at least one kind of classic, do all these with English content and improve their language skills.

With the founding of Mine ORHAN and Elif GÜNGÖR, our project was created, submitted, approved and partners were found. Experience is not required for partners.

As Nihal MANAY left our project, which we started with 11 partners, we had to continue with 10 partners. We had 8 Turkish, one Greek and one Georgian partners.

The subject, scope and techniques were determined at the first meeting, and the targets were expanded.

During the preparation phase, the students uploaded their videos introducing themselves. Logos were prepared and competitions were held. In the end, our project logo was chosen. The poster of a volunteer student was used as a project poster. Project promotional video was prepared.

   Before the 2nd meeting, the survey of genres of classics was concluded and the result was reported to the students.

   The activities to be done with the students were discussed and their suggestions were received. The students felt happy, important and special because their ideas were taken and contributed to the process.

In the 2nd teachers meeting, the process was planned and the tasks were distributed in line with the suggestions from the students.

    The process progressed by clarifying the ideas, activities and web2 tools from the students at the teachers' meeting. Teachers led the process only by guiding.

All products were created, edited and uploaded to twinspace by students. The age group was suitable for independent work.

    The students who made in-depth research shared their ideas and knowledge by organizing a workshop in their own school on the subject. The teacher and his team, who took the task of presentation month, prepared their presentations to be watched in the webinar. Joint products were created, individual products were uploaded to the pages, tests were prepared, and presentations and products were examined at the end of the month meetings (webinars). Tests were conducted to measure achievements. Especially these tests created a small competition excitement and directly measured learning. (kahoot, quizzez, quizziz , menti, learningapps etc)

 A total of 2 speaking activities were held with topics suitable for the activity of

the month. These meetings, which we call Speaking Day, were held via Zoom with

the participation of volunteer students. Once a chatroom meeting was held, and

correspondence was made on the subject as a result of the survey conducted

before. The students liked this socializing activities in which they spoke in

English very much. .They had a lot of fun and asked for a repeat.

   Over time, the activities started to become scarce. The number of common products was increased. Every suggestion from the students was evaluated, and none of their activities were turned down. No private information or faces of the students were shared in the project within the framework of e-safety rules. Hygienic masks, the product of the pandemic, continued to be used.

In addition to joint products, individual works such as designing book covers were also included. Students uploaded their individual products to the appropriate area of ​​twinspace pages. They also viewed other added products.

   Activities continued as decided at the beginning of the project. Everyone did their duty well.

Elif Güngör, the founding partner, and her students undertook the collection and finalization of the products. It was a journey that we enjoyed quite a bit since the process was not tight, we proceeded knowing our way, and we were not under stress.

Mixed country teams were created by MİNE ORHAN with Teammaker and added

to the relevant page. Teacher friends organized their meetings and created

their products with the announcements they shared on the twinspace homepage

and through their teachers to create a common product. Working with different

school and country teams excited the students as they were members of more

than one team

   More web2 tools were used than targeted. Groups were free to use any web2

tool they wanted.

  The first test and the post test were given to the students. The purpose of this was to understand the achievements of the students. In our project, the first test success of the students increased from 30% to 93%. This proved to us that the project provided knowledge. The students' ideas at the end of the project were also very positive. They stated that they had fun, learned and improved their English.

   We learned through objective channels that the process was positive in the

teacher's first and last test.

     Parents were tested at the finale. All of the parents were informed about the process and stated that they found the process positive and satisfying. We had a little parent participation in the last webinar.

Students used English, the language of our project, in all products. This contributed to the advancement of their language levels.

The web sites of the schools were shared on the pages. Our teachers and students contributed to the dissemination process by preparing school boards together and adding the project process to their web sites. Parent cooperation was also provided by questionnaire and webinar invitation.

   Our Instagram and blog page were made functional by the teachers and students in charge and contributed to the dissemination activities.

In our project, which lasted for 5 months, a poet in the poetry month and an art teacher in the painting month and expert support were included in our project.

Special days related to the project work were detailed on the relevant pages. Some of them were emphasized more, meetings were held and presentations were made on the e-safety day, a mind map was created on the women's day, inter-school New Year cards were created and uploaded to the page in the new year.

   Some of our teachers made social responsibility projects with their project

groups. The project groups increased the cooperation and communication within

themselves and became a source of inspiration for other groups.

In the project, there was no problem except that some of the students had internet connection problems and could not be active in twinspace titles due to not having a phone or tablet.

All teachers successfully managed the process in the project. Our problems were resolved immediately, there were no coordination or communication problems.

Elif GÜNGÖR /FOUNDER