The colours of the rainbow

The project is primarily about learning similarities and differences between citizens of the world with the aim of cultural familiarization and international unity.

There are many colours of the rainbow. Each colour is different. Each colours is unique and special by itself, but when they come together they form a wonderful view- the rainbow. Just like the coloors in the rainbow, each person is unique. Let’s celebrate our differences . Let’s come togehter and create the rainbow. The project is primarily about learning similarities and differences between citizens of the world with the aim of cultural familiarization and international unity. Students communicated with children from partner-countries and enjoyed comparing each other’s culture. They also had the opportunity to improve their English skills as well as their IT digital skills through online meetings. Collaborative and student-centered activities were carried out. Based on the project-based learning method, we conducted children-friendly, and conducted comparative studies in the creative and enjoyable field of cultural awareness. Our activities are based on research and production.

a) we completed our project in collaboration with 9 partners with whom communication continued regularly, from start to finish. Communication and collaboration between teachers was made through Whatsapp and Twinspace ,and we communicated for every step of the project in the decision-making process, in finding solutions to problems that arised, For example, online meeting days were presented as a survey with weekday-weekend options, and care was taken to adhere to majority decisions. The teachers did individual research and made presentations according to the theme of every meeting.

b) The activities we used were based on interdisciplinary, collaborative, game-based and learning-by-doing methods and improved our students' ability to effectively use Web 2.0 tools and computer technologies in order to develop a solution to the problem of international warfare and conflict. Students worked together in learner-centered, engaging and multimedia tasks, in which they had to develop self-confidence and grow as people who are sensitive to cultural differences. Most importanlty, disadvantaged inclusion students gained confidence through the work we did with teacher support. In online meetings, we allowed the less advantageous students to read the written English text, providing an opportunity to express themselves in English. We noticed that those students had a special enthusiasm to participate in studies.

c) Students took an active role in the proceedings of the project as well as in final products which were achieved by the students with great ease and limitless motivation.Since the language of our project is English, students' speaking, writing, reading and listening skills have been improved in the final products. The presentations of the city and the country's information were made in English by the students and contributed to the development of their speaking and composing skills. All students participated in the tasks performed in the written English language tools.

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