EURINTEGRATE: Make your Country a Part of Great Europe for All:CONTEXT:Since 2015 Europe finds itself in a turning point: millions of people were trasspassing our European borders fleeing wa. There are also few people who consider that this new cultures with different religions and values could shock with our common European values and heritage, then fear from foreigners has appeared in our society.All partner countries, that would like to take part in this project, are soffering some consequences of the loss of ethical values in our society where radical ideas and extremism try to take roots among young people. It is clear that problems like immigration (legal or ilegal) refugees, multiculturality... are priorities in our schools, because we are living in a globalised world and teachers need to give a pedagogical answer facing to the disasters that everyday students could watch on TV or on the net or snd some of them directly. All partner countries, that would like to take part in this project, are soffering some consequences of the loss of ethical values in our society where radical ideas and extremism try to take roots among young people. MAIN GOALThis project is our direct way to answer to some of these latent concerns: we would like that our students could create a role playing game: EURINTEGRATE, that could express this European social reality, we consider that during the creation of the game rules and its items characters: scenarios, rewards... they could express fears, intentions, knowledges, wishes... everything that could happen in real life. The main goal of this project is help them to integrate others or to integrate theirselves in this great Europe for all.METHODOLOGY VERSUS ACTIVITIESWe consider the game as an innovative tool that can be created and applied following the implementation of Kolb Methodology, that defedens a holistic learning. Through Kolb the students activities can be classified: A - CONCRETE EXPERIENCE: student meeting learning activities, watching documentaries, interacting with others, working in internatIonal teams... B- REFLECTIVE OBSERVATION: Collecting/searching information, brainstorming, self-reflection exercices in group (national or international)C - ABSTRACT CONCEPTUALISATION: answering open questionnaires, discussing games rules, writing/designing proposals interacting with other (scenarios, proofs, rewards...) D-ACTIVE EXPERIMENTATION: Writing/designing the defenitive items: rules, scenarios, characters... , playing the game, performing characteres: dramatic play .PARTICIPANTSStudents are the main figures of this Erasmus Project and all activities are centred on them to assure their participation. We have calculated that 4000 students can be benefied indirectly. However only some of them canbe involved in Learning Activities, because of the required profile: school attendance, good marks, good motivation and participation in the project, empathy in front the others sufference and good English fluently. They should be the transmitters to their classmates Teachers can also be involved in different ways: taking part in the Erasmus school core, the active motor of the project, where a good level of English is required, or collaborating in some specific tasks. RESULTSAs strategical results: implementation of a new pedagogical metodological approach, teaching units and evaluation quizzes.As tangible results: the Students's Fiary, a documentary collecting the Project process, performances, exhibitions and, of course,the EURINTEGRATE game itself.MPACTOn students: reduction of conflictive behavior, efficency and productivity in the classroom, more collaborative behavior, openmindedness to multiculturality, empowerment, improvement of communication skills in English, spreding democratic values, growth of their European identity and more social integration. On families: more collaboration and interaction between families and teachers and more implication in their children education On teacher's community (local/regional/national/international level): avalibility of new pedagogical materials that could be used in other schoolsDISSEMINATION: A part of classic media and thanks to networks and technology, the project results can be easily expanded SUSTAINABILITY:Availibility on the net, the EURINTEGRATE Game and other ressourccan be free downloaded and used in different contexts.It is our our bit contribution to the future.
The context of project implementation, as already is indicated in the proposal, is focused on the situation that a lot of people has lived or live nowedays with the arrival of waves of immigrants or refugees. This fact of cultural contrast introduces certain economic and social problems, that we wanted to trait in the classrooms of partner schools. That was spread outside of the school environment to an online common meeting space for students and teachers thanks to social networks as facebook or whatsap. This project was also expanded following the model of an active school process socially involved in extracurricular activities thanks to other spaces provided by NGOs and institutions, which collaborated actively with us in terms of providing information of assesment to its implementation. We have been six partner schools in this project. All of them are secondary and vocational schools, whose students are between 12 and 20 years old. As already was writen in the initial proposal, Eurintegrate was focused on a final goal: the creation of a role game with well-defined rules, scnerarios and characters. Certainly a theater perfomance has also been included in the process, in reference to those scenarios and characters that have been appearing throughout the process of the game creation. This perfomance was played by the students during the last activities meeting in April of the 2018 in Thessaloniki in front of a school and family audience. The play showed some possible situations arising from the role game. Evidently, other objectives have been reached, to a greater or lesser degree, through the creation of the role game. An example of which have also been achieved: -Encouragement of teamwork and teamlearning, both in teachers and students groups. -More inclusive education: sensitivity to diversity, developingempathy and self-reflection, generating greater ethical awareness regarding many situations that students and teacher could share with the main protagonists in talks, meetings... -Broading awareness of European Citizenship -Integration of new intellectual tools in the classroom: encouraging the use of digital learning strategies thanks to the new technologies. -Students' empowerment in reference to human rights -Developing of new interactive learning methodologies by teachers. -Encouragement and improvement in the foreign languages . Regarding teachers of our school, all teachers have participated in some punctual activities in one way or another -as for example in the preparation of speachs, workshoops or an intercultural lunch offered by the APYMA where representatives of immigrants and refugees were invited to take part in it. Although the most involved teachers have been in a self-nominated group: the Erasmus group formed by 7 teachers who coordinated activities and results. They belonged to different departments: Foreign Languages, Spanish language, Mathematics, Philosophy or Biology... Regarding the profile of the students: they were of 3rd. and th. of ESO and some of 1st of Bachillerato, Concluding, about 200 students have befefited directly, although this number can be increasing because our final product, a role game, is a pedagogical tool that can be used in the classroom. The impact has been enourmously positive, given the impact on the educational community of our schools, families wish that their children to participate in similar international projects, because consider them an effective source of learning. Also students and teacher are more motivated to take part in similar activities and likewise the sensivity towards the treated topics refferring to social integration of immigrants and refugees and their social repercussions of the stutdents work has been transferred to the media though interwievs, blogs of journalists, broadcast of the news. Outside of the schope of our schoole we carry out a talk at the CEP of Palma in May and some teachers have agreed to participate as speakers at the CEP of Palma showing Eurintegrate project during the Erasmus Good Practices day in the Balearic Islands on November the 14th. It must be included an paper about the Eurintegrate project read at the IV Congress of Analytical Psycology by Mª Mercedes Domínguez, the project coordinator at the IES Joan M. Thomàs. This Congress took place in Avignon, from 30/8 to 2/9 of 2018 People can visited the project web; where there are some photos and videos about the events which took place; http://sites.google.com/view/eurintegrate