How to get pupils involved in eTwinning

Running an eTwinning project can be a rewarding experience for both teachers and pupils. We have set out some suggestions on how to ensure that your pupils get the most out of their involvement in eTwinning, the idea is to involve them in all decisions and activities of the project from the very start.

The following suggestions have been compiled with the help of the National Support Services’ Task Force for pupil involvement in eTwinning. To learn more specifically how to get your pupils to use the TwinSpace, have a look at Val Brooks's advice on using the Pupils' Corner.

• Describe the basic elements of an eTwinning project by showing an example.
• Explain the general idea of the project and ask if they have ideas that they would like to add or develop further.
• Explain that all participants (teachers and pupils) will have a role to play.
• Agree with pupils on a number of interesting topics to be discussed and developed throughout the project.
• Try to match pupils’ interests (tools, languages, subjects, etc.) into the project plan.

• Involve pupils in the planning of activities with partners.
• Ask pupils about their knowledge of other countries and what they would like to know.
• Have them think about how to introduce their school, area and country and get them to research and prepare.
• Spread the word about the project in your school through message boards, the website of the school, etc., so that everyone knows about it.
• Discuss the tools to be used during the project. Find out which ones they are familiar with and agree on a common set.
• Introduce the TwinSpace and its tools - in particular the Pupils’ Corner.
• Practice the language to be used in the project to develop confidence.
• Inform parents about the project and see how to involve them.
• Create a planning and project timetable in the TwinSpace Staff Room.
• Create a online area (e.g., blog or forum) or talk in class to see what the pupils’ expectations are for the project.
• Involve other colleagues in the dissemination and development of the project.

• Create a Pupils’ Corner in class or in another area of the school as a dedicated exhibition space for the project. Display icons, pictures, colours, slogans, etc.
• Mix pupils from partner schools in pairs or in mixed groups to ensure that each pupil has at least one partner.
• Have pupils meet using a chat or video conference, photos, or use images of famous people (actors, sportsmen, etc.) who they identify with.
• Invite pupils to become ‘directors’ of their TwinSpace Pupils’ Corner.
• Ask pupils to take charge and perform tasks such as uploading files in the TwinSpace, recording videos, scanning documents, taking photos, etc.
• Exchange messages via the TwinSpace. Do your best to respond to all messages in a reasonable period of time.
• Allow pupils to propose topics for discussion throughout the project.
• Encourage them to comment on their partners’ posts (e.g., blogs and forums) in their free time.
• Create a common calendar of events for pupils to refer to (e.g.,  national festivals, sporting events, etc.)
• Propose different activities according to pupils’ interest and ability to encourage a constant engagement in the project.
• Involve parents by giving them access to the TwinSpace (as visitors) so that they can see and contribute to what their children are working on.
• Involve all pupils, regardless of the level curriculum, in the activities. Adapt to the particular needs of pupils if necessary.
• Integrate the project into the curriculum by doing the work during teaching hours so that it is a natural contribution from pupils (and not perceived as extra work).
• Set specific periods of time devoted to the project (TwinSpace, tools, visualisation, etc.) in the school week.
• Establish evaluation criteria for the pupils to fill out at a later stage.
• Emphasise the communication between pupils rather than focusing on grammar.
• Try to publish and disseminate material and project results at the mid-point of the project.
• Share innovative material with partners so that they can work with them in their own classes, i.e., try to steer away from a textbook-only approach.

• Discuss the positive and negative aspects of the project with your pupils. Discuss their earlier expectations and how they have panned out.
• Include contributions from pupil evaluations.
• Involve pupils in disseminating the project results throughout the educational community and beyond.
• Make the most of some project activities to carry out further activities with pupils.
• Encourage the participation of pupils in training courses, seminars, etc., in which they explain their experiences.
• Apply for a Quality Label for the project and, should you be successful, celebrate it with your pupils.
• Ensure that communication between pupils and partners remains a pleasure for them. Use long-term activities/ideas (e.g., birthdays, sporting events in Europe, sending video and pictures).
• Encourage pupils to use and disseminate the results of the project.
• Organise “open days” with the pupils’ parents and have pupils present the project.
• Assess the contribution of the project to the pupils’ learning experience and reflect on how to improve the experience in the future.

Web Editor: Christina Crawley Published: 08.12.2010 Last changed: 26.10.2011