1. Teaching Global Citizenship VCT
Republic of Tunisia
Ministry of Education
Innovative Teachers Competition edition
PIL - Local Forum 2017
TUNISIA
Teaching Global Citizenship VCT 1

2. Name of Project: Educator's School Age/Grade level of the students :
(Full name, specialty, seniority)
Mrs, Imen Tekaya Computer Science Teacher
School
Pioneer Middle School of Sfax, Tunisia
RCE :
Sfax1
Age/Grade level of the students :
13-14 years old 8th and 9the grade students
Content/Subject Areas
of the project :
Computer Science, ICT, Global Citizenship
Project objectives
Tolerance This word has a nice and pleasant sounding. Nowadays we hear it more and more often. But what does it mean? And why it is very important to be tolerant in our globalized world? For better understanding of the meaning and essence of this term and notion and for promoting of the International Day of Tolerance, we are organizing a project "Let’s be tolerant!" The project aims at promoting  the values of tolerance through celebrating the International Day of Tolerance (Novermber, 16).
The project will help:
to build pupils’ knowledge of English, their linguistic and digital skills through discussion of issues on the tolerance;
to form pupils’ tolerant views and humanistic outlook;
to give them exact understanding of what the notion ‘tolerance’ means;
to develop the pupils’ 21-st century skills, such as: critical thinking, creativity, ability for communication and collaboration, ability to work in a team and be a leader, information and digital literacy;
to develop pupils' social and civic competences,
To introduce Global Citizenship and Teach Global Goals

3. Project Description
Brief description of the project and the background.
What are the stated objectives and learning outcomes? Is the learning activity long-term? Does it call on students to plan their work and assess their work over time?
Please add background information files if needed. See how to embed documents in notes.
This project Took an entire academic year to achieve it’s goals. It’s divided in three sub-projects that allowed to touch as much Global Goals as possible. The three sub-projects are:
Human Differences
Let’s Be Tolerant
Water Power
This Project Based Learning is a student centred project that enables them to construct their own knowledge about Tolerance between people from different religions, cultures and any other human differences. Students are encouraged to use their critical-thinking and reasoning skills to build deep knowledge about why Humans should be tolerant, what are the global problems and results of intolerance. We started with Brain storming and design thinking sessions, during which pupils started searching the meaning of this word, other related words, opposites, origins of Intolerance and hate results of both ways. They started creating collaborative mind maps and drawings representing their findings. Many times, we found ourselves (teachers) out of our comfort zones, because of the discussions that came out about topics like hate, bullying at school or online, world wars, actuality and news about terrorist attacks, gender inequality, etc. We gave to students the liberty to choose how they would like to express themselves: they can conduct a journalistic article, interview, create a video, create an animation, write a collaborative song, create a presentation, paint a drawing or create a design, etc. We, partner teachers, we have agreed that we are going to be only facilitators and bringing guidance to pupils and try to interfere as less as possible in their creative process so they can take the lead.
The results are amazing, even the youngest pupils have come with beautiful drawings and mind maps, have gathered and learned so many new words and information about the project. Their English language skills, communication skills have significantly improved. Many pupils have step up to take the lead to organize, and manage the team members to make of collaboration a funny and constructive time. Surprisingly, pupils were very responsible and have created a big number of drawings, designs, Power point, Sway, PowToon animations and presentations. They also have created videos, e-magazines, e-books on Story jumper and story-bird, Skype in the classroom, etc. We gathered them in a YouTube playlist of more than 70 videos, a collaborative Padlet that contains more than 50 pupil’s productions a WordPress blog that displays more articles, testimonies, interaction with other educators (not partners), and a Facebook page. Finally, through videoconferences, pupils have demonstrated great enthusiasm exchanging with each other in front of audience like school’s teachers and staff and made us proud of their self-confidence and their ability to create knowledge instead of copy paste.
To embed a project resource or materials
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4. Design of the Learning Environment
Examples of planning (e.g. pedagogic approach, links to resources used). Please highlight creativity and innovative teaching practices. Emphasize to
what extent the planning for learning facilitates the development of different dimensions of 21st century skills e.g. knowledge building, use of ICT for learning, problem-solving and innovation, self-regulation, collaboration and skilled communication.
It’s a Project Basic Learning and student centred activities,a blended learning approach. I chose for this academic year to try the flipped classroom as pedagogical approach to support the learning process. For that, I used both Facebook and OneNote! Yes Facebook! I used facebook group and messenger to share materials and to exchange with my pupils. As all of them have smart phones and Internet connectivity and facebook accounts, I wanted to flipp their use of social networks from a useless time consuming tool into an educatinal experience. Pupils have the opportunity to discover their activities, tasks, educational materials in advance. This gave us more time to better manage our classroom sessions to answer pupil’s questions and ambiguities, to rectify them and have deeper thinking, brain storming, design thinking, peer activities and team work. As a teacher, I don’t care any more about pupil’s behaviour because it gets more noisy any way as pupils become more talkative, competition between teams brings more adrenaline and enthusiasm so it’s totally normal to have more dynamic and engaged students diffending their ideas and point of views.
OneNote:
Microsoft Sway contest:
Here a Youtube playlist that shows pupils engagement and active learning experience:
e-magazine:
website :
facebook closed group for my pupils:
Facebook Page:

5. Evidence of Learning
Examples of products and outcomes created by the learners throughout the project – including use of ICT. What sort of ICT is used and how has it been used in the project.
To what extent do students use ICT in ways that support knowledge building, collaboration, or learning beyond the classroom? Does ICT use enable new knowledge-building/collaboration/learning beyond the classroom opportunities that would not have been possible without it? Have digital tools been used in imaginative and ground-breaking ways to support learning processes?
Please add files, videos etc. which documents clearly the learning process and evidence of students’ learning
These videos are meant to show you the project’s general idea and tour, next you will find padlets containing collecting the pupils productions:
Here some padlets and links to pupil’s productions: ( there’s many e-magazines in the padlet ,’ll share with you some , I have published for them , please take a closer look at the padlet):
A game created with Unity :
celebrating the Hour of code with MSP participation:

6. Knowledge Building & Critical Thinking
Examples of how the learning activities require students to move beyond reproducing what they have learned to building knowledge through interpretation, analysis, synthesis, or evaluation.
Pitch video of TISA , my pupils got selected to represent Tunisia in the MILSET 2017 Brazil:
Pupils creating their binary coded names’ necklaces:
2 of my pupils participating in the WRO:
my pupils participatng in the National Science Fair for young Inventors with the Youth for Science Foundation:
My pupils presenting their inventions and apps at CNTE(Centre National des Technologies de l’Educaton)
Art productions:
Extended Learning Beyond the Classroom
If the learning experience is not bound by classroom walls, time-frame of conventional lessons, subject parameters – please show examples of this.
If the project addresses real world issues (i.e. authentic situation and data from outside the classroom) or has meaningful impact on communities locally and / or globally please show examples of this.

7. Collaboration https://goo.gl/photos/air8XbTQcA8vqemH6
Examples of how the students work with other people, sharing responsibility while making substantive decisions for developing a joint product, a design, or an answer to a complex question. Students may be collaborating with their peers in the classroom, or with students or adults outside the classroom
Cutting Edge Use of Technology for Learning
The learning activity involves students’ use of ICT – whether or not the use of ICT helps students build knowledge/collaborate or learn beyond the classroom, and whether or not students could build the same knowledge/ collaborate or learn beyond the classroom in similar ways without using ICT
The project pedagogical approach is meant to help:
 to build pupils’ knowledge of English, their linguistic and digital skills through discussion of issues on the tolerance; to develop the pupils’ 21-st century skills, such as: critical thinking, creativity, ability for communication and collaboration, ability to work in a team and leadership, information and digital literacy; A better understanding of cyber citizenship and global citizenship. 
The integration was fluent in my Computer Science course as for my 8th grade students I had to teach them “sound processing software”, “presentation tools and software”, “Internet and Cyber Ethics”, and “Project work” Units. Therefore, I just used the “Let’s Be Tolerant” project activities to teach the official curriculum. For example, they used Audacity to record and apply effects to the project song. They created Power point, sway, PowToon presentations and inserted the sound track. They had to reinvest what they learned to create their project’s presentations, animations, and ICT productions. It’s actually, their control test mark for the second term.
We used web 2,0 ICT Tools like Padlet, Skype, Sway, Excel online/ offline, Messenger, Tricider, Powtoon, Prezi, Amaze, MS-PowerPoint and sway, power point online,Ms_Word, Powtoon, Storyjumper, StoryBird, Pixton, thinglink, Issuu, Madgaz, Wordpress, Scratch, code.org, glogster, Kizoa, etc.
It defenitly won’t be the same output without ICT tools.