In accordance with Erasmus+ program features, our main goal as strategies partnership is to develop a transnational collaborative network that allows us to share and contrast pedagogical ideas, practice and methodology. This partnership is oriented towards the acquisition of skills and competences to develop our students’ critical thinking. Children’s rights will be our nexus. This theme will be adapted to our particular contexts but we also seek to foster peer-to-peer learning in a virtual environment. We will adopt a holistic approach to language teaching and learning building on the diversity found in our classrooms. The objectives pursued by our Erasmus + project are to: Þ develop a transnational collaborative network that allows partners to share and compare pedagogical ideas, practice and methodology. Þ promote skills and competence acquisition, especially social, civic spirit and intercultural competences, in order to develop critical thinking among our students through the research and analysis of Children’s rights. Þ develop peer to peer learning activities, both among students and among teachers through the platform eTwinning. Þ generate emotional, social and compensatory strategies to improve language competence through the building of emotionally healthy classroom environments Þ reinforce our professional profile through joint training activities addressed at two main aspects: differentiated education and collaborative and innovative classroom performances. Þ make access, participation and learning success possible, especially for underachieving students in order to reduce learning results disparity by supporting our work on the motivation that collaborative and innovative methodologies provide. Þ reinforce collaboration among member of our education communities aiming at better involving families in their children’s learning process. Þ enhance both learning and teaching processes assessment. Þ get to know other countries, in order to broaden our minds and to increase respect for other cultures and their costumes. The partnership consist of five schools from Czech Republic, Poland, Romania, Spain and United Kingdom. The project coordinators got to know each other via eTwinning platform. The schools in this partnership share enthusiasm and commitment to education. They seek their students' school success by adapting to each particular context and through different strategies. We aim to achieve our objectives by the fulfillment of different activities: transnational meetings to manage and evaluate the project, training workshops to share and contrast practices and methods and virtual cooperation and local project activities in order to reach as many participants as possible (students, teachers, families and other stakeholders). Progress and results will be promoted and disseminated so our schools communities are witnesses of the project. Regarding the methodology to be used carrying out this project, we keep in mind the idea that no child can learn about children's rights in an environment that does not itself respect and promote a culture of children rights. To accomplish this, our schools must, at least: - deal with the conflicts that inevitably arise among children in a manner that emphasizes everyone’s right to participation and to - express an opinion, as well as everyone’s responsibility for the welfare and harmony of the group, engaging children in actively resolving conflicts. - Practise the non-discriminatory attitudes we want our children to learn. For the activities with the students, we will use the methodology of experiential learning because it permits children to develop and change knowledge, skills, attitudes and values in a safe environment that is both challenging and fun. Because it validates the child’s experience and encourages children to take responsibility for their own learning, experiential learning enhances participation, self-reliance and self-confidence. The activities of our project are based on a learning cycle with five phases: experiencing, reporting, reflecting, generalising and applying. We will adapt the activities to the different learning and thinking styles of our students, as well as their development levels, and we will promote that our pupils use learning strategies to improve their level of knowledge and their confidence. These strategies imply memory, cognitive, compensatory, metacognitive, affective and social processes. The partnership expect the project to have an impact upon students, teachers and school communities by improving learning environments, promoting sustainable peaceful resolution of conflicts, implementing new teaching methodologies based on teamwork and lifelong learning and fostering intercultural awareness and European citizenship feeling.
In accordance with Erasmus+ program features, our main goal as strategies partnership was to develop a transnational collaborative network that allowed us to share and contrast pedagogical ideas, practice and methodology. This partnership was oriented towards the acquisition of skills and competences to develop our students’ critical thinking. Children’s rights was our nexus. This theme was adapted to our particular contexts but we also sought to foster peer-to-peer learning in a virtual environment. We adopted a holistic approach to language teaching and learning building on the diversity found in our classrooms. The objectives pursued by our Erasmus + project were to: Þ develop a transnational collaborative network that allows partners to share and compare pedagogical ideas, practice and methodology. Þ promote skills and competence acquisition, especially social, civic spirit and intercultural competences, in order to develop critical thinking among our students through the research and analysis of Children’s rights. Þ develop peer to peer learning activities, both among students and among teachers through the platform eTwinning. Þ generate emotional, social and compensatory strategies to improve language competence through the building of emotionally healthy classroom environments Þ reinforce our professional profile through joint training activities addressed at two main aspects: differentiated education and collaborative and innovative classroom performances. Þ make access, participation and learning success possible, especially for underachieving students in order to reduce learning results disparity by supporting our work on the motivation that collaborative and innovative methodologies provide. Þ reinforce collaboration among member of our education communities aiming at better involving families in their children’s learning process. Þ enhance both learning and teaching processes assessment. Þ get to know other countries, in order to broaden our minds and to increase respect for other cultures and their costumes. The partnership consisted of five schools from Czech Republic, Poland, Romania, Spain and United Kingdom. The project coordinators had got to know each other via eTwinning platform. The schools in this partnership shared enthusiasm and commitment to education. They sought their students' school success by adapting to each particular context and through different strategies. Our objectives were achieved through the fullfillment of different activities: transnational meetings to manage and evaluate the project, training workshops to share and contrast practices and methods and virtual cooperation (social media, eTwinning) and local project activities aimed, mainly, at our pupils, but also thought in order to reach as many participants as possible (students, teachers, families and other stakeholders). Progress and results were promoted and disseminated (schools website, Facebook, eTwinning, Project website) so our schools communities could be witnesses of the project. Regarding the methodology to be used to carry out this project, we kept in mind the idea that no child can learn about children's rights in an environment that does not itself respect and promote a culture of children rights. To accomplish this, our schools had to, at least: - deal with the conflicts that inevitably arise among children in a manner that emphasizes everyone’s right to participation and to - express an opinion, as well as everyone’s responsibility for the welfare and harmony of the group, engaging children in actively resolving conflicts. - Practise the non-discriminatory attitudes we want our children to learn. For the activities with the students, we used the methodology of experiential learning because it permits children to develop and change knowledge, skills, attitudes and values in a safe environment that is both challenging and fun. Because it validates the child’s experience and encourages children to take responsibility for their own learning, experiential learning enhances participation, self-reliance and self-confidence. The activities of our project were based on a learning cycle with five phases: experiencing, reporting, reflecting, generalising and applying. We adapted the activities to the different learning and thinking styles of our students, as well as their development levels, and we promoted that our pupils used learning strategies to improve their level of knowledge and their confidence. These strategies implied memory, cognitive, compensatory, metacognitive, affective and social processes. The project did have an impact upon students, teachers and school communities by improving learning environments, promoting sustainable peaceful resolution of conflicts, implementing new teaching methodologies based on teamwork and lifelong learning and fostering intercultural awareness and European citizenship feeling.