The Blogspot of the german Delegation

The first Meeting in Germany

started with a huge Welcome Ceremony in our Schoolbuilding. Some Impressions are spotted in these two following Videos:

Presentation of the Comenius-Schule Mönchengladbach

Very much in the spirit of the Thematic of the Project, a lot of Activities are filmed or produced otherwise with differnt Apps and Web 2.0 Tools, so, during the first Days, every Country presented its School in form of a Video. The german one is following below.

The german Students also created a Logo for our Project, though in the Election the italian one prevailed. But we are also happy with our Placement and proud about our proposal 🙂

The Robot Dance

One Activity of our Project was to create a Robot Dance with students, which could be presented with a huge Group of Students. The german Delegation created a Dance to licence free Music and submitted it to the Projectpartners.

Lessonschedules for digital and traditional Learning

The german Delegation presented Schedules for Lessons concerning Friendships in World War Two. E. g. Anne Frank and Jacqueline van Maarsen. One Schedule is made for Teaching in a New Learningculture with Web 2.0 Tools or Applications and one is made for traditional Teaching. Because of Corona, we had no Time to experience both, but we will do in the Future. In the following Video you can see the Lessonplans.

The GooseChase Rally during the first Meeting

GooseChase is a multimedial Rally-Application, which can be used for exploring local sights or whole cities. You are able to customize/create the Rally completely and to connect geographical coordinates, historical informations and so on. You need Mobilephones and Internetconnections for the Use and our guests tested it widely by exploring Mönchengladbach-Rheydt. The Winner of the GooseChase was the turkish Delegation!

First Steps with some new Apps and web 2.0 Tools for the Project – Workshoptime!

Because of a lot of new or never used Apps and Web 2.0 Tools, the german Delegation decided to prepare, test and present the projectrelevant ones in small Groups or the Plenum. We’ve also leanrd to code with Scratch under the construction of Mrs. Westphal-Kernbach.

The Erasmus Corner

Future Occupations

Within an Activity, our Students googled a list of the best future Occupations and landed at following Website:…/best-careers-for-the-future….

The highest ranked future Occupations were here Solar Energy Technicians and Wind Energy Technicians. We decided to collect some Informations concerning these Thematics and the Students made some smal HandOut-presentations with Word by using websources and the geographybook. Here are the best Results:

We wish you a Merry Christmas!

The classes 5-8 created some Christmas Cards for our Projectpartners, but the Delivery was a little bit late 😉

Creating a Tutorial-Video

Because of some Problems by Using the Hompage (WordPress), we’ve created a little Tutorial-Video by using the freeware Programme OBS Studio. This is real learning in the 21. Century!

Where am I?

Created as an interactive Google Earth Project, we’ve located our School on a map and geotagged all Activities during the Meeting in Germany and some more cultural Sights. To create a Google Earth Project is quite easy. You can watch a Tutorial-Video at this Link: and get started! This Link is our Projectmap-Link! I’ve added you, so you can adapt Information of your country too!

This map is a presentation of the activity too. It was prepared during the meeting in Lithuania! It’s additional to our first map.


By using recycable Materials, we designed some Robots. These robots were exhibited and are still used in our Erasmus+ Corner. This Activity aims to gain the Students the Importance of Recycling for the Environment and improves the
Creativity by Experiencing.

The Sound of Fruits

Just a small Pretest before the Work with arduino!

Projectdictionary – German

Quicklink to the other dicitonaries:

Humidy meter of soil-activity (P6)

Today (24.03.2021) we’ve planted our new tree (a self-fertilizing cherrytree) in a huge plant pot. The plant pot is standing on the old place of a tree, which was cut off during the last schoolyear because it was rotten.
It’s name is Comenius‘ Cherry (based on Newtons Apple).
The class 9c was very helpfull and selfdirecting during the whole placefinding and planting process. Here is the result.

The Onlinemobility in Great Britain

Between the 17.05.2021 and 21.05.2021, we’ve had the chance to get close with our british partner school. It was a wonderfull and heartmelting meeting with a lot of increasing knowledge and friendship. Here are some impressions of the online-workshops and presentations.

The Mobility in Spain

The third meeting in Spain was a beautiful mobility with students. It was the first mobility after the long period of the travellingban because of Covid-19.
We had to switch our Destination because of Covid but we managed it well!

Next to the cultural aspects of Salou, Barcelona and Tarragona, we also rushed trough a lot project-acitivities.
We’ve presented our works from homeschooling, created own robots via Lego-Technics, used the binary-code analog in mixed groups, prepared a song with Arduino, power and the acid of different fruits (Sound of Fruits), visited the Supercomputing Center in Barcelona and a lot more.

Thank you for this wonder- and workfultime @our Spanish Team!

Using the binary-code to get messages!
Some impressions and technical devices – everybody loves USB-Sticks!
Arduino – Sound of fruits!
*sing* beautiful people… *sing* and the Super-Computing Center in Barcelona.
Building a working robot with different senses. Lego technics and it’s beneficial magic to our students.
The results: a lot of robots! The’re taking the world for themselves (for sure!)

The blended Mobility in Turkey

Due to the Covid19 Situation, a few partners, also the german delegation, wasn’t able to travel because of national high risk ranking. The turkish partners were able to organize a blended Mobility during 17.01-21.01.2022 and hosted the spanish and lithuanian team in Turkey and the italian, british and german team virtuallyvia Zoom. We’ve started every day at 8 o’clock to prepare the onlinemobility, met at 10 o’clock and closed the workshops at 12.30. Afterwards we’ve had some reflectiontime. Here are some impressions concerning the meeting and the increaed knowledge evaluated via kahoot.

I’m also posting the diary entries of the german delegation (the original ones are posted on the padlet. Please look below). These diary entries were used as the benamed reflectiontool. Next to eTwinning and Facebook (look at the screenshots), we’ve also published these entries via Instagram after writing them in the padlet.

For the padlet, please check here:

During the mobility we’ve also had to prepare a PowerPointPresentation concerning a typical german fairytale for the eBook. The german Delegation choosed „Little Red Riding Hood“ from the Grimm-Brothers. Please look below for the content we’ve prepared.

Our students had also the task, to prepare different videos via ChatterPIX and a 3D-Print Robot via TincerCAD. Here are the results of the german delegation:

The Mobility in Italy

The next mobility, every Delegation was possible to travel, was in Cerveteri, Italy.
Again, students participated and we had a good mix of working and culture – maybe a bit more culture then working 😛

At the welcome-ceremony, the students were singing the european anthem, which was very uniting. Also the Dragon-boat floating was very uniting for our students and electronical devices were out of their sins.

The Mayor of Cerveteri gave our Teams an audience and every country bought their own little recycled self-sufficient house to Cerveteri, to be european citizen there.

the german house, prepared of ice-sticks and with working (!) solarpannels from both roofsides.

The students also connected a circuit board with LED-lamps and prepared with QuiverVision own 3D-presentations.

I was very unlucky and unable to travel because of typical german bureaucracy and Covid-19 – but: you’ve all made the best of it!

The Mobility in Lithuania

Our sixth and last meeting was in Kedainiai, Lithuania.
I’m looking at the pictures with a laughing and a crying eye. It was an honor to be part of this project and this meeting was a wonderful final of our projectwork.
We’ve got in touch with culture due to food, traditional dances, clothing, technology and sightseeing and we got to know the modern Lithuania due to the 3D-Virtual Reality experience, the technical devices at school and a lot of Web 2.0-tools and Apps in daily use.
The mobility was a blended one, so the italien and british partners had to participate online via Zoom.
Next to the „Where am I“-acitvity (offline and online), we’ve danced a Robot Dance together, prepared avatars for our students with Voki and created a puzzle.

Work, work, work – but with a lot of fun!

This was the application/caditature video of our students for the last mobility to Lithuania. They prepared a little video with their hopes and wishes concerning our mobility or just saying thanks, to be able to be a part of our project. Here is the result, completely prepared by our students. Texts, Camera, cut, videopreperation and musicchoice.
The Erasmus-Family!
The Jigsawpuzzle of Lithuania
The Vokis from some of our students. I really like the one Fares made 😉

At school, we have a small showcase. I’ve got a rare spot in it, symbolized our project in the map (green dots) and positioned two handwaveing recycled robots in it, additional to the Erasmus-corner.

Video of our students concerning missuse of internet/Social Media #cybermobbing, #cyberbulling, #racism against LGTBQ #hatespeech

This is the video of our students about the misuse of internet/Social Media. They wrote the storyline completely by their own (it’s a story about unrequited love, hate against homo- or bisexual love, cyber mobbing and hate speech in the internet) and the end is a very sad one. They wanted it dramatic, to accentuate the situation and to draw attention to a lot of students concerning their behaviour in the internet. The video is in german, you can hear my voice too, i’m „the mom“ in the background at 1:40. Thomas was the leading teacher in this activity. Triggerwarning: suicide.

Results of the Questionaire for the Parents

This Questionnaire was prepared from our british friends. We gave it to the parents of our participating students and gained knowledge and opinions about ICT, our project and digital learning in school. I’ve summarized and translated the results with diagrammes and lists.

  1. Technology has an important role in my child’s education
  • Which educational platforms that your child currently uses for school have proven useful in your child’s learning?
  • EduPage
  • YouTube, e.g. the Channel “Mr.Wissen2go Geschichte“ or „Lehrerschmidt“
  • Scratch
  • Are there any educational platforms that you yourself discovered independently that you would like to mention?
  • /
  • Have you encountered any barriers to learning regarding technology?
  • Missing good internet
  • Different hardware or mobile devices
  • Different handling
  • Misuse of internet (cyber mobbing, hate speech, sexualized contend or abuse)
  • Distraction of the learning process
  • Problems with concentration
  • Mass of information and fake news
  • Do you think technology supports literacy skills? 

If yes, how?:

Parents of E.: E. is writing more because of WhatsApp or Instagram. Without these applications, she would write fewer in total. She doesn’t like her handwriting and she makes a lot of mistakes. Thanks to autocorrect, she feels safer in writing with her mobile devices.

Parents of F.: He is searching for information alone and he is gaining interest in special thematics, which are not represented or underrepresented at school. He is reading a lot in the internet and through reading, I think he gains literacy skills too.

Parents of S.: She reads a lot mangas on different applications on her mobilephone, also in English. If she doesn’t know a word, she’s using an online translator or a dictionary.

Parents of Y.: He is playing a lot of video games and is chatting and speaking via these with different persons all over Europe. It’s practise in reading and writing but he also makes a lot of mistakes or uses abbreviations which are non-existent.

Parents of F.: F. is very curious and always checking on information concerning her special interests in the internet. During searching, writing and reading I think she gains or defines different literacy skills.

Parents of M.2: At home he is always on his computer or on his mobilephone. He is communicating a lot in written form and gains information from the internet. If he has a problem, he is writing online, not calling once.

Parents of A.: He needs the support of autocorrect to feel safe in writing but we are happy that he is writing and trying to communicate with others because he has problems with eye-to-eye communication.

  • Do you think technology supports numeracy skills? 

If yes, how?

Parents of E.: She is using the calculator a lot and she gained skills during the ICT lessons. They used a program named “Scratch” and coded a little bit. For the project she had wo work with padlet and GoogleEarth.

Parents of F.: He is using the calculator and some online tools to change km in m or dm in cm. If he has some problems in maths, he is looking on YouTube videos from “Lehrerschmidt”. During the mobility in Lithuania and lessons with Miss Czeczka, he had to work with padlet and GoogleEarth.

Parents of F.2: During ICT lessons she had to work with excel for the first time.

Parents of Y.: During the Erasmus+ Project (online) he prepared a 3D-Robot with a tool called tinkerCAD. It is like a 3D representation of different shapes like 3D triangles and squares. He stuck them together and builded also after the Meeting a few 3D-representations.

Parents of S.: S. uses the calculator of her mobile phone private and at school a real one. She had to work with excel during ICT lessons.

Parents of D.: He loves to create little animations with Scratch after the Erasmus+ mobility. He had to work with excel at school.

Parents of M.: Technology as typical scientific part gains numeracy skills.

Parents of A.: He loves his calculator on his mobile phone and he worked at school with GeoGebra in maths.

Parents of A.2: She had to work with excel and scratch during ICT lessons and GeoGebra in maths.

  • How many hours in school does your child use technology?
  • Are there any areas of learning where you would like your child to use more technology?
  • Physics
  • Geography
  • My child gained new technological knowledge and skills thanks to their participation on the Erasmus+ Project ExExEnTe.
  1. Please complete this sentence:

I think technology enhances the learning experience of my child because…

Parents of E.: it is more fun for her and she has more self-confidence in writing and reading texts.

Parents of F.: he can (re)search in specialized thematic of his interests.

Parents of F.2: she improved her English skills during reading and chatting in the internet. She’s looking after things she likes and gains and publishes information.

Parents of Y.: he’s able to show his results online and prepare and share, to gain self-confidence. He has fun during learning and he admires his computer and mobile phone.

Parents of S.: she is very concerned about her special interests and she can gain information through the internet without spending a lot of her pocket money for books or something similar.

Parents of S.2: she learned a lot of special vocabulary in the internet or on special applications for mangas.

Parents of D.: he was inspired by the usage of it and gained new interests, e. g. coding with Scratch.

Parents of D.2: he is smart but lazy. A book is less coloured, less animated and looks like a lot of work to go through it. He just wants quick information without “side-information”. He is very efficient-thinking. A quick online search or /f in documents is more to his liking.

Parents of M.: it is the kind of learning and working, he’s going to experience in the workinglife.

Parents of M.2: it is fast and to his liking.

Parents of A.: he’s introverted and in the internet or with the help of technology he can show what he is able to without eye-to-eye-communication.

Parents of A.2: it is more to her liking than reading and writing pen and paper. Also she’s able to search information concerned her interests and look up things she learned at school and needs repetition.

Some last Words…

The german delegation was very happy to be part of this project and fell totaly in love with the different cultures we were able to get in touch with.

But that is not all – I’ve gained a lot of new friendships for life, also I’ve gained weight because of the good food 😉 , I’ve had my very own Covid-19-experience, being cared of by Dolors and Aida during my quarantine at the balcony with seasight in Salou, cuddled a lot of teachers, shaked a lot of important hands and wrote a lot of E-Mails (sorry for getting on your nerves :p ), I’ve put the Lake District in GB on my travellist, missed the good Pizza in Italy, was full of positive jealousy because of cappadocia AND I danced (! this is like a one moment in time thing) a little bit in Lithuania.

Europe, the European Union and Erasmus+ is something, we need to take care of. Something, we need to protect. I’m sure, with persons in Europe like you, we’ll be able to form lifelong friendships. Between us and between our countries.

Thank you!