The topics we have chosen for the project are INCLUSION-EQUITY and NEW INNOVATIVE EDUCATIONAL METHODS DEVELOPMENT, since we see in our schools the necessity of supporting students who are sometimes low motivated or do not feel fully included in school. The causes can be diverse: low socioeconomic status, low self-esteem and poor academic results. We want to foster a work environment through our project, where students show themselves with confidence. This participative and active methodology brings as a consequence a development of the critical attitude. Results achieved by students strengthen the motivatation and bring empowerment. There will be FOUR SHORT TERM EXCHANGES (Poland, Latvia, Finland and Spain), and a topic will be developed for each one, linked to particular strategies, although obviously all of them are interrelated. Based on detected needs (engagement, increasing self-esteem and responsibility, fostering active role and creativity among students and social inclusion) we are looking for these results: social inclusion and students more responsible, autonomous, self-confident. A PREVIOUS STEP will consist of a theoretical research related to each of the strategies (social emotional learning, critical thinking , peer to peer, public speechs, collaborative learning, creativity, students’ research, multiple intelligences). In second place, there will be a practical application in the classroom. The next meeting will be the moment to put in common the results by all the member countries. Last, there will be a review and implementation of new methods and strategies. Several ACTIVITIES will be carried out in order TO IMPLEMENT the project. Meetings with teachers at everyone's school, meetings with municipal authorities and two transnational project meetings. Questionnaires and surveys will be passed out in order to know how students feel at school, how they see their role. Theoretical researches, seminars, conferences, workshops with students (participants and no participants) will be carried out after each mobility. Specific didactic materials and pedagogic guides will be prepared. A volunteering program of help and support, with 16 year old students in charge of the younger students, will be proposed and created. Short-term exchanges of groups of pupils and teachers twice a year in order to gain first-hand knowledge of other schools and strategies in Europe and to pool the results of previous work We will define a CLEAR COMMUNICATION STRATEGY in order to have everyone informed as good as possible and there will also be a project platform where we can share documents and schedules and tasks will be set up. Project teams will be established in each school in order to be in permanent contact and there will also be an international project team. For their part, the students will be in contact (eTwinning, Twinspace, Skipe, Drive ...) to develop their work in a coordinated way. Collaboration with Municipality will allow us to have more resources. School Education Gateway will be used to find online courses related to the main topic. We will create RUBRICS TO EVALUATE the achievement ot objectives, and a Gantt diagram to monitoring compliance of tasks within due deadlines. We will also have different types of surveys (students self-esteem), rubrics (students degree of responsibilities) and timelines. We expect a wide DEEP IMPACT on different people and institutions close or around the school: on one hand, a methodological change based on the reinforcement of autonomy and collaborative work that will affect both teachers and students; an involvement of municipal authorities, parents' associations and, if possible, primary schools. DISSEMINATION PLAN: school and educational community (meetings, workshops, school magazines), local level (relation with local authorities, regional and local press and regional television), national and European level (Erasmus+ Project Results Platform, European Shared Treasure, Project Blog, Twinspace, school websites of the partners, Facebook page). Monitoring and evaluation of the activities of dissemination strategy will be undertaken in line with the periodic reporting to the coordinating school. The results will be gathered in a printed and online guide collecting pedagogical material and educational methods. Thanks to dissemination plan the project we will make SUSTAINABLE and increasingly normalised the cooperative active spirit as part of learning teaching routines, making known the experiences and results of teachers and students taking part and at the same time raising awareness among teachers and pareof the necessity of an inclusive school and empowered students: it will make sustainable and increasingly normalised the cooperative active spirit as part of learning teaching routines.
The topics we chose for the project were INCLUSION-EQUITY and NEW INNOVATIVE EDUCATIONAL METHODS DEVELOPMENT. We thought that it was a priority for us to support those students whose motivation was low or who did not feel fully included in school. This was caused by different reasons: low socioeconomic status, low self-esteem and poor academic results. One of our goals was to foster a work environment through our project, where students showed themselves with confidence and felt important. This participative and active methodology favoured the development of their critical attitude. Results achieved by students strengthened the motivation and brought them empowerment. We did four short term exchanges (Poland, Latvia, Finland and Spain), each of them worked their own topic, but all of them related to specific strategies. All the topics were obviously interrelated. Based on detected needs (engagement, increasing self-esteem and responsibility, fostering active role and creativity among students and social inclusion) our goal was the achievement of this by the students: social inclusion, self-confidence, autonomy and responsibility. Short-term exchanges of groups of pupils and teachers took place twice a year in order to gain first-hand knowledge of other schools and strategies in Europe and to show the results of previous work. Each exchange was conducted in the following order: The first step consisted of a theoretical research related to each of the strategies (social emotional learning, critical thinking, peer to peer, public speeches, collaborative learning, creativity, students’ research and multiple intelligences). The second step was a practical application of the theory in the classroom. During the exchange, all the partners could put all the results together and draw the conclusions. Last step was summarising the ideas and planning the implementation of new methods and strategies back home. In order to implement the project, several activities were carried out. Meetings with teachers at everyone's school, meetings with municipal authorities and two transnational project meetings. Questionnaires and surveys were carried out in order to know how students felt at school and how they saw their role. Theoretical research, seminars, conferences, workshops with students (participants and no participants) was carried out after each mobility. Specific didactic materials and pedagogic guides were prepared. In addition, a volunteering program of help and support, with 16 year old students in charge of the younger students, was created. Regarding communication strategy among partners, we defined a clear one, in order to have everyone informed as quickly as possible. So, a project cloud platform and social apps were settled where we shared documents, schedules and tasks. We also established project teams in each school in order to be in permanent contact. There was even an international project team. The students participating in this project were in permanent contact, using eTwinning, Twinspace, Skype, Drive and Instagram, in order to develop their work in a coordinated way. Rubrics to evaluate the achievement of objectives were created, and a Gantt diagram to monitor completion of tasks within deadlines. We also had different types of surveys (students’ self-esteem), rubrics (students’ degree of responsibilities) and timelines. We expected and we really were able to get a wide DEEP IMPACT on different people and institutions close or around the school: a change of teachers’ attitudes towards students’ autonomy; an involvement of municipal authorities, parents' associations and other primary schools. Concerning the dissemination plan, this project was widely spread: the school and educational community (through meetings, workshops and the school magazines), local level (relationship with local authorities, regional and local press and regional television), national and European level (Erasmus+ Project Results Platform, European Shared Treasure, Project Blog, Twinspace, school websites of the partners, Facebook page). Monitoring and evaluation of the activities of dissemination strategy was undertaken in line with the periodic reporting to the coordinating school. The results were gathered in the Didactical Guide collecting pedagogical material and educational methods (available printed and online). Thanks to dissemination materials the project was sustainable. We had cooperation from different sources as part of learning teaching routines. We also raised awareness among teachers and parents of the necessity of an inclusive school full with empowered and autonomous students.