"My teaching is innovative, my teaching is inclusive" is a European partnership (Poland, Sweden, Italy and France). 30 teachers of 4 schools will implement this project for 3 years in their classrooms impacting directly 145 teachers and 2000 pupils (from 4 to 12 years old)The idea of this project was born from the alarming report that early school leaving becomes more and more important. The aim of this partnership is to create working habits in the use of more attractive, effective and innovative pedagogies for ALL the pupils. These new pedagogies should allow the teachers to experiment one GLOBAL projec suitable for ALL the pupils, including pupils with learning difficulties. For all the pupils the aim is improving their capacities of oral and written communication. They will have to progress in languages, whether in mother tongue or in foreign languages. A particular attention will be given to the teaching of the national language for the non-natives, as well as the mother tongue for the children in situation of handicap or socially disadvantaged, in order to avoid early school leaving. These children particularly need adapted, different pedagogies. Too often in our classes, we practise situations of teacher-centered and classic learnings in which these children do not « bloom » ; worse are put in a failure situation, that enhances a bad self-estim. For other pupils also these new pedagogies, (not frontal ones) will be vector of development of transversal skills, self-confidence, autonomy, capacities of communication of teamwork, membership in a group. This Erasmus project + should allow to transform these "experiments" into working habits. That is why during three years which we wish to dedicate to the project, we choose to work around three main pedagogies: - formative assessment- CLIL (Content and Language Integrated Learning) that refers to teaching subjects such as science, history and geography through a foreign language- outdoor learningEvery year various implementations will be organized in connection with these axes. A numeric teaching guide of these new practices will be edited as tutorials on Twinspace. For each of these pedagogies, a school of the partnership can present himself as an expert because it already implements it in a common and regular way. Their teachers will guide the other partner schools in their researches and applications. In addition they will open their own field of expertise.Indeed Poland is a training school for formative assessment and wants now to implement it for younger pupils.the French school uses the CLIL for several years in its bilingual classes, where they do not teach German but where they teach mathematics, sciences, arts, sport IN German, and wants now to use it to teach french to pupils in difficulties in association with tablets technology.Sweden practices outdoor learning and will organize outdoorsession implementing multiple intelligences pedagogy.The pupils will improve their languange and communication skills by :- studying the characteristics of their own country and discovering those of the other European‘s one - living in their classroom more attractive, different, innovative and thus more rewarding learning situations. First year, they discover European people and European habits (production of several numeric presentations) Second year, they discover landscapes and cities (European wall painted with typical European houses)Third year, they discover culture, children literracy, traditional characters (European shelf in the municipal library with European books written by the pupils or famous youth writers)The expected results are :for the pupils with learning difficulties :- improvement in oral and written language skills so that the national language will no more handicap them for scolar works or daily life- self-estim improved- good relation with schoolfor all the pupils- tranversal skills (learning to learn)- ICT skills- national and European citizenshipfor the teachers- expertise in implementing innovative and effective INCLUSIVE pedagogy Those results (for teachers and pupils) will be evaluated :- by teachers. They will be asked to fill in questionnaires, observation and evaluation grids (taking into account the European referencial of languages even for the mothertongue) - by pupils. They will use an "achievement" booklet to be able to visualize their improvements. Those results are sustainable, because the project is mainly about new teaching and learning habits for teachers and pupils. The impact of the project can be measured for the families, the associated partners and for a lot of more teachers in Europe (thanks to the pedagogic guide available in Twinspace and Erasmus+ dissemination web page).
We implemented our project as it was planned in the application form. Our partnership, "My teaching is innovative, my teaching is inclusive" involved 4 European schools (Poland, Sweden, Italy and France). 37 teachers of 4 schools have carried out this project for 1,2 or 3 years in their classrooms impacting directly 145 teachers and 2000 pupils (from 4 to 12 years old). In each of our schools, early school leaving becomes more and more important. We so all felt the need to widen our research towards new pedagogies. This partnership allowed us to develop working habits in the use of more attractive, effective and innovative pedagogies for ALL the pupils. These new pedagogies enabled the teachers to experiment one GLOBAL project suitable for ALL the pupils, including pupils with learning difficulties or special needs. This partnership was initially mainly aimed to the pupils with special needs but we soon noticed that the results will be beneficial for all the pupils. Indeed the aim for all the pupils was improving their capacities of oral and written communication (whether in mother tongue, foreign languages or national language for the non-natives as well as the mother tongue for the children in situation of handicap or socially disadvantaged). Those new pedagogies, more pupils centered, have enabled pupils with special needs to improve their communication skills and in the same time have allowed the more scholar pupils to bloom and grow by discovering themselves in more open and creative activities. All of them could experiment successful activities, they developped their self-estim, autonomy and open-mindedness. This Erasmus+ project enabled to transform these "experiments" into working habits. The three studied pedagogies have now an important role in each of our teaching practice and are regularly used in our schools : Moreover formative assessment, CLIL (Content and Language Integrated Learning), outdoor learning have been completed by the in-flip classroom organization and the developpment of the multiple intelligences. For each of these pedagogies, a school of the partnership could position itself as an expert and so guided the other partner schools in their research and applications. Indeed the Polish school was our expert for formative assessment, the French one for CLIL, the Swedish one for outdoor learning and the Italian one for ICT. During three years, nine teachers meetings (six transnational meetings and three learning teaching training activities) enabled us to discover and experiment those pupils centered pedagogies : theoritical presentations, lessons observations (carried out by the expert school or by other European partners) and practical implementation in some classes of the hosting school. During three years pupils improved their language and communication skills by : - living in their classroom more attractive, different, innovative and thus more rewarding learning situations. - taking part to a pupils meeting (as visitors or hosts) - studying the characteristics of their own country and discovering those of the other European‘s one : > During the first year, they discovered European people and European habits > During the second year, they observed landscapes and cities > During the third year, they studied culture, children literature, traditional characters Achieved results for the pupils with learning difficulties are : - self-estim improved - better relation with school for ALL the pupils : - improvement in oral and written language skills - tranversal skills (learning to learn) - ICT skills - National and European citizenship for the teachers - expertise in implementing innovative and effective INCLUSIVE pedagogy Those results are completely sustainable, because this project developed new teaching and learning HABITS for teachers and pupils. Teachers have now a different teaching position that has opened their mind for more pupils-centered lessons. In each school dissemination actions (mainly regional or national workshops to inform about results and experience the innovative techniques) have been launched and will spread to more wide areas. Moreover, a dedicated twinspace has been developped to present our results. It is organized each year in three parts : - TEACHERS' practice, to put on line the expert's presentations and the lessons implemented in our schools or in the other partners' schools, - PUPILS' activities and productions, to present the pupils' productions to be shared with the other European pupils (lessons are described as well) - in THEORY and in PRACTICE, to sum up the theoritical presentations and practical lessons during the year.