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Storytelling of the Transnational Project Meeting
ReadTwinning partners – Forum del Libro, GRYD LTD, Scoala Gimnaziala "Constantin Parfene", Dimotiko Scholeio Makedonitissa, Agrupamento de Escolas de Vila Nova de Paiva, European University Cyprus and Progettomondo.mlal – met online on the 13th October 2020 for the second Transnational Project Meeting (TPM), under the coordination of the Romanian partner Scoala Gimnaziala "Constantin Parfene". Originally, the meeting should have taken place in Romania but, in order to respect the latest measures that concern the global sanitary emergency, the meeting has been held online.
COVID-19 had a strong impact on everything, and it affected also ReadTwinning activities. Since all partners manifested similar situations, the meeting aimed not only at overviewing the project activities carried out so far and the schools' experiences during the lockdown, but also, it took into consideration the possibility of adapting the initial methodology to the current pandemic situation. In fact, the meeting was the perfect occasion for all participants to present the progresses that have been reached from the point of view of the creation of the Intellectual Outputs requested by the project. What is the state of art of ReadTwinning?
Forum del Libro, the project-leader of ReadTwinning, presented the ReadTwinning Methodological Approach and Guidelines, an e-publication that provides a methodological framework to implement the ReadTwinning approach of connecting young readers through shared interests. In fact, the project offers both the methodological and the operative tools for the effective creation of reading groups, called 'reading tandems'. As you can see from these few lines, ReadTwinning Guidelines are a very useful instrument that you will get to know in detail very soon!
The ReadTwinning Platform, designed by GRYD, our partner expert in ICT, is almost ready; we promise that you just have to wait a little longer! The final aim of the platform is to show that the web could be a social environment able to enhance reading, to share the result of reading activities and to interact with other "reading tandems" in a 'safe non-discriminatory educational environment'. In the meanwhile, you could try the friendly digital environment we created so far by visiting this website: you could find articles, news and resources created by the ReadTwinning Team that will surely help you get through this challenging times of emergency.
Despite the restrictions and limitations created by the pandemic, the experience of ReadTwinning schools is very rich! Coordinated by the Romanian school partner, the Lesson Plans have been implementing by all partners. Despite the strong difficulties that teachers faced in these last months, every participant manifested on the one side, the profound commitment they have towards their job, and on the other, their ability to involve students in reading activities with imagination. In fact, all activities presented were meant to stimulate cooperation, collaboration, critical thinking, digital creativity and they particularly concentrate on how to learn useful skills in a pleasant, stimulating and creative way.
Finally, we have shared some news regarding Training course for 'Connected Teachers', a comprehensive training curriculum to develop knowledge and skills in teaching and learning using the ReadTwinning approach. Designed and developed by the European University Cyprus, the training course is structured in 8 modules. It is based on the ReadTwinning approach and it includes also different ways of motivating disengaged students, various modalities though which the Project Platform could be used successfully and lastly, new methods of assessing the reading skills among the suggestions for the Course content.
Partners stayed focused on a reflection on the core issue of the project: the love for reading. Thanks to different surveys on students' interests and reading habits conducted in the schools, the partners understood that students are less and less interested in reading during their free time. In order to get children more involved, reading activities should be connected to a personal interest or developed in a digital environment. Both are final aims of ReadTwinning and this encourages us in pursuing our goals. The surveys analysed also schools' difficulties during the emergency. It turned out that this period could be an excellent starting point in the follow up discussions on how students', teachers' and parents' needs could successfully converge through the use of the ReadTwinning approach and its tools.