CONTEXT AND ACTIVITIES In this project we will learn/teach to/from each other about creating teaching materials by using different programmes. We will search for the methods/approaches/materials to motivate students and equip them with life skills necessary in their everyday lives. The idea is coming from lack of integration of knowledge which are learned in schools. This project challenges lack of motivation as the need and puts the development of life skills as the tool by which students and teachers in the case study schools can handle the problem, and do against early school-leaving. As the project team, the contact persons of the partner schools, we strove and worked on the issue and stated the needs in our schools as; This partnership focuses on the development of practical skills of learners, and on developing creativity through a range of real life ativities. Practical knowledge and theoretical knowledge both are important phases of learning. Combination of both practical and theoretical methods are in the focus of this project. Our project is stated on creating/developing practical materials/ activities/real situations for those of theoretical knowledge that are given in school curricula. We aim to connect both types of knowledge and provide real learning. OBJECTIVES -Creating an active and happy school environment outside the classes -Providing real learning -Developing ICT, Language and Digital skills of students -Preventing lack of basic skills (literacy, mathematics, language, science, technology) -Improving self-esteem and self confidence PARTICIPANTS Students are the main focus in all stages. Teachers are supporters, supervisors and beneficiaries. Administrative staff are also important members. Parents and local communities will be the side beneficiaries since they will be the target group of while we are disseminating our project activities, outputs and results. The parents and local community will also take part in the activities. Students are going to be hosted by other host students in each country. Schools will cooperate with PTA, NGOs and local institutions in their cities so the member of these institutions will join the activities as audiences, they will help in some cases and will be a part of project. ACTIVITIES Presentations; Planting and growing trees; flowers and vegetables; Preparing lesson materials (3D); Participating in charity events; Cooking, repairing and doing house works; Running personal budget/ doing own shopping; Taking social responsibility and being volunteer individuals for our environment; Helping children in primary and kindergarten schools; Visiting Old people in the neighbourhood and talking, helping them; Owning a pet and taking theirs responsibilities/building house for them; Cooperating in the lessons and doing peer studies/improving international friendship; Organising recycling activities with peers in the school/in the neighbourhood; Living like disable children and understanding their world, web-site of the project, e-twinning accounts and running partnership METHODOLOGY Our aim is to find and implement ways of supporting learners to become responsible, competent and skilled. Changes are needed to meet new skills and jobs in a global marketplace. Due to the poor academic performances of learners we want to address their problem solving skills, creativity, work skills and social skills. On the other hand, teachers and trainers need to benefit from transnational sharing of good practice and learn from each other. There are 4 L/T/T/A in two years and 2 T/M one in the beginning and one at the end. Teachers will lead the students to join all kind of activities. Creating a positive synergy in the school environment and impact every member of school. The activities and methodology of the subtopics will be prepared by the responsible teachers (project team). They will create working plans according to their own school environment and facilities. IMPACT The project stimulates multicultural education, the concept of European citizenship and the idea of tolerance. It also encourages the use and study of foreign languages and the application of modern technologies. Partner schools will cooperate with each other during the whole project and will meet face to face during project meetings to discuss and establish a common approach to issues that have appeared in the course of work. We will try to raise the level of awareness and sensibility of learners towards teenage problems and to offer solutions. This, in turn, will lead to the formation and building of self-confident people who think that their voice could be heard and can make a difference not only on local level, but also on European one. Thus, students will understand the real capabilities and opportunities of the future European citizen with all values, rights and duties.
CONTEXT AND ACTIVITIES In this project we addressed the issues of learning/teaching to/from each other about creating teaching materials by using different programmes. We were exploring methods and approaches and we were developing materials to motivate students and equip them with life skills necessary in their everyday lives. The idea was coming from lack of integration of knowledge which are learned in schools. We challenged lack of motivation as the need and we put the development of life skills as the tool by which students and teachers in the case study schools can handle the problem, and do against early school-leaving. As the project team, the contact persons of the partner schools, we strove and worked on the issue and stated the needs in our schools as; This partnership focused on the development of practical skills of learners, and on developing creativity through a range of real life ativities. Combination of both practical and theoretical methods were in the focus of this project. In our project we created practical materials, activities and real situations for those of theoretical knowledge that are given in school curricula. We aimed to connect both types of knowledge and provide real learning. OBJECTIVES -Creating an active and happy school environment outside the classes -Providing real learning -Developing ICT, Language and Digital skills of students -Preventing lack of basic skills (literacy, mathematics, language, science, technology) -Improving self-esteem and self confidence as in all partner schools students seemed to lack confidence to use English for real life communication, to cooperate with their international partners, to present in front of an international group of students and teachers implementing their own ideas, experiences and solving problems. PARTICIPANTS Students were the main focus in all stages. Teachers acted as supporters, supervisors and beneficiaries. Administrative staff were also important members as they were arranging administrative and financial issues. Parents and local communities were the side beneficiaries since they were the target group of while we were disseminating our project activities, outputs and results. The parents and local community also took part in the activities. Students were hosted by other host students in each country. Schools cooperated with other educational institutions and local institutions in their cities so the members of these institutions joined the activities as audiences, they helped in some cases, and university lecturers were also invited to engage students and teachers into relevant subtopics. ACTIVITIES Presentations; Planting and growing trees; flowers and vegetables; Preparing lesson materials (3D); Participating in charity events; Cooking, repairing and doing house works; Running personal budget/ doing own shopping; Taking social responsibility and being volunteer individuals for our environment; Helping children in primary and kindergarten schools; Visiting Old people in the neighbourhood and talking, helping them; Owning a pet and taking theirs responsibilities/building house for them; Cooperating in the lessons and doing peer studies/improving international friendship; Organising recycling activities with peers in the school/in the neighbourhood; Living like disable children and understanding their world, web-site of the project, e-twinning accounts and running partnership METHODOLOGY Our aim was to find and implement ways of supporting learners to become responsible, competent and skilled. Due to the poor academic performances of learners we wanted to address their problem solving skills, creativity, work skills and social skills. On the other hand, teachers and trainers needed to benefit from transnational sharing of good practice and learned from each other. There were 4 LTTA-s in two years and 2 TM-s one in the beginning and one at the end of the partnership. Teachers guided the students to join all kind of activities. Creating a positive synergy in the school environment and impact every member of school. The activities and methodology of the subtopics were prepared by the project team. Working plans were created according to our own school environment and facilities. IMPACT The project stimulated multicultural education, the concept of European citizenship and the idea of tolerance. It also encouraged the use and study of foreign languages and the application of modern technologies. Partner schools cooperated with each other during the whole project and met face to face during project meetings to discuss and establish a common approach to issues that appeared in the course of work. We also tried to raise the level of awareness and sensibility of learners towards teenage problems and to offer solutions. We aimed to form self-confident people who think that their voice could be heard and can make a difference not only on local level, but also on European one.