Cross-curricular by Nature: (eTwinning) Learning Projects in Spotlight

As one result of the new curricula in Finland the goal of learning and a school culture is to enhance cooperation and to apply more diverse perspectives on contents that are being taught. When phenomena are studied in their real life context, complex concepts and formulas feel real, and even the most complicated problems/ideas become understandable and relevant. By nature, authentic learning leads to exploring things as part of the world, using a multidisciplinary approach and looking at thing from the vantage points of different school subjects.

Contrary to common belief, cross-curricular approach brings more time and space for implementing the curriculum as it provides an opportunity to learn many things at the same time. When, in typical textbook-based learning, we tend to proceed in accordance with the objectives of one subject at a time, in multidisciplinary project learning many different subjects can be studied and goals be pursued simultaneously. For example, the results of surveys designed and carried out by the students (math) can be combined with significant social phenomena (civics), ethical reflection (R.E. and philosophy), as well as linguistic expression, interaction and presentation (native and foreign languages, art, ICT).

In practice, therefore, learning process should start with, together with the students, choosing a theme, problem or phenomenon to be studied in the project. After that you can start thinking which subjects and what kind of learning activities are to be included. When the process begins to take shape, you should take a look in the curriculum and find the corresponding objectives and contents of the school subjects, as well as the objectives of different transversal competences (e.g. ict, critical thinking, communication, team work, creativity etc.) and explore which concrete objectives this learning project supports. When you write them down in the project plan, it becomes obvious that the objectives of many different subjects are mutually supportive and are more natural to learn simultaneously than successively.

Topics Relevant for Global Citizenship Education

One example of a very topical issue and a possible theme for project learning is gender equality. In Finland, all schools are required to have an updated equality plan, which entails studying gender equality related themes, exploring and revealing attitudes and stereotypes as well as enhancing equality-based school culture. Gender equality is a very topical theme also from European and global perspectives, as recent studies have shown that differences between the sexes have, somewhat alarmingly, begun to increase again.

Last fall, I designed and built a multidisciplinary education project plan Girls are Playing Home, Boys Are Driving Cars? to support education for gender equality. It was planned, in particular, to be used in eTwinning projects. However, the project kit can be applied to different age groups and implemented with or without European partners. The learning project can be carried out in a couple of weeks or during a longer period of time. Instead of carrying out all the different activities, you can also choose just some of them. You can find the project plan here: Girls play with dolls, boys play with cars?.

Another interesting integrative theme in relation to the new Finnish curriculum is language education in the sense of multilingualism, language awareness and the language dimension in all subjects and areas of knowledge. This aspect is being raised in Girls are Playing Home, Boys Are Driving Cars? project plan (gendered words), but even more strongly in Many Stories of the World project kit. In it, the objective is to learn to see the world from different perspectives and critically examine our own interpretations, which are culturally determined and shaped by our own language(s). During the project, different activities are carried out to illustrate how the spectrum of interpretations of the world are produced by languages and cultures expressed in the shared stories of the surrounding society. The Danger of a Single Story video has a particularly eye-opening effect. It elucidates how strong and biased interpretation one single story can give and how unaware we can be of the bias. You can find the project plan here: Many Stories of the World 

Multidisciplinary approach opens a new world for the teacher as well. When it is combined with the multi-cultural dimension developed in international co-operation, transversal competences and expertise develop by leaps and bounds: thinking skills, interpersonal and intercultural skills, multi-literacy, ICT skills and feeling of inclusion and engagement. Our new curricula in Finland open paths into the future and meaningful learning.

Read more about language awareness:
Pluralistic Approaches to Languages and Cultures (by European Centre of Modern languahes) - key concepts
Language Grid by Grade (CARAP/FREPA) - development of language awareness

Authentic Learning and eTwinning

Authentic learning is, in many ways, inherent in eTwinning.

1. eTwinning and learning foreign languages

eTwinning projects and cooperation between schools, classes and individuals from different countries entail communication in foreign language. This happens even if the project theme is dealing with something completely different. Planning and working together, sharing ideas and experiences are at the core of eTwinning. At the same time your foreign language knowledge and communication skills develop significantly in an authentic learning environment, using foreign language to communicate with people who don't speak your mother language.

2. eTwinning supports project-based learning

Learning in eTwinning is almost always project-based. When learning together across borders, you learn to know each other, create confidence, share and, finally, collaborate. This forms a project structure that is based on shared goals and collaboration, student engagement and learner-centered learning, which are also core elements of authentic learning.

3. eTwinning is multidisciplinary and cross-curricular

In eTwinning, the perspectives to the studied topic are diverse and multiple. They vary according to the different learning and school cultures and established cultural interpretations. They also change when studied in their real life context instead of the text book context. More variables are brought in this equation by involving learning ICT, communication, team work and multi-literacy.

4. eTwinning supports exploration and inquiry

In eTwinning, as there are no ready-made learning materials and text books, students explore their surroundings and search information. They experiment, collaborate, document the process and share the information/knowledge they have produced. They use diverse techniques and multimedia creatively and in a personalized manner.

5. eTwinning and authentic assessment

In eTwinning, you can't use standardized tests to assess learning. During the learning process, you apply continuous assessment and reflection to monitor the project. Typically, the teacher may have a different idea of what direction to take and what to produce, but she/he is open to learner generated ideas and personal solutions. At the end, everyone involved in the project assess what you have learned and achieved and reflect on the process.

6. eTwinning, curriculum and real world relevance

The first thing to do when you start a new eTwinning project, is to check which competence development and content areas in your curriculum the project covers. Usually you realize that in one project you can learn much more effectively and develop simultaneously many more skills than in any ordinary textbook based learning.

When students study phenomena in the real world context and when they try to solve real world problems, learning becomes meaningful. Students get more engaged and become owners of their learning. At best, real world relevance will make students change their own way of life for better and act against injustice.