The project’s name Beytid Btrders is more than a catchy ttle. It is the core aim of this adventure based on our deep convicton that the project’s actvites will help students to reach out to new experiences in a multcultural world by overcoming physiological and psychological borders of monocultural thinking. Flipped Classroom is the methodological framework for a product-oriented project in which students will go beyond their borders by creatng short flms, podcasts, radio shows, presentatons and similar products. All these processes will be documented and saved as Do-it-yourself-instructons. Therefore, the students will be able to experience new practces and to preserve them for fellow or future students. In doing so, the learners will be responsible for their own learning process and become independent and creatve subjects. The main core of the project is to integrate students from fve schools as to work and produces proper outcomes of their work. Students are frstly invited to get to know each other beter in search of their own cultural and personal identty, and are then progressively guided to open themselves to the richness of diversity, looking into and through diferent cultures, and looking for building new, creatve ways of communicatng, sharing, learning & growing together. Five partner schools partcipatng in the project: Germany, Poland, Spain, Italy and Portugal encourage the oldest students to partcipate in several actvites in many various ways. In all of the fve schools inclusion of students from other countries is very important and highlighted in their schools’ European Development Plan, followed - the importance depending on geographical and politcal determinants - by the integraton of students with migrant and/or refugee background. The project partners came together to exchange and share experiences and best practces in these two felds and fnd innovatve ways to work with students as to gather their atenton and curiosity. One of our aims is also preventng early school leaving by ofering interestng and innovatve tasks. While creatng the project partner schools discussed and shared their experience in the feld of innovatve methods and agreed on brainstorming the following techniques: Italy: providing the framework of the ipped classroom method. An approach that puts the learner into the center of atenton. In their mobility Italy will provide workshops for presentaton web tools. Germany: workshops in short flm making using topics of the students’ reality. Poland: using podcasts as a way of learning English, recording students’ work, short dramas and lesson plans. Spain: using interactve tools to create an online newspaper. Portugal: using the scratch the students will learn program robots. Most of the actvites proposed will be maintained also afer the end of the project. They can be successfully transferred to diferent actons and events at all of the partner schools and incorporated into schools curricula. All partners are convinced that IT competences and intercultural experience is a key for successful integraton, accordingly we hope to anchor our approach in our school contexts most and foremost.
The methodological framework “Flipped Classroom” was used as a basis for our product-oriented project. Students were encouraged to create short films, podcasts, presentations and websites. The creation process was documented as a Do-it-yourself-instruction enabling our students, their fellow classmates and future generations to reproduce their own results. Every partner country was an expert in showing other partner countries on how to create a digital product: Portugal showed the students how to use Scratch for programming their own games, Germany showed students how to use iMovie for short films, Italy used Glogster, Thinglink and Adobe spark to create presentations, Spain taught us how to create a website using word press and Poland created a workshop on how to plan and produce a podcast. The students were constantly encouraged and enabled to try out the various ICT-tools, to create a meaningful outcome and to save their knowledge in Do-it-yourself-instructions for future reference. The learners of our project and sub-projects learnt to be (a) responsible for their own learning process, (b) were independent and (c) creative. In between the LTTs, the project weeks conducted at the various partner schools, the students were constantly engaged in activities that helped them to prepare for a project week or deepen their newly gained knowlegde about ICT and culture and the respective country, e.g. (1) they desigend a logo which everybody could identify throughout the project with, (2) they created mind-maps about stereotypes, (3) they created short films about their schools, (4) they got engaged in internet safety activities and created anit-cyberbullying videos, comics and posters, (5) created presentations about their experiences in the various partner countries and many other products. Given the fact that intercultural working skills and digital learning will become more and more important - especially as we have seen during the pandemic periods and school lockdowns, our students are more confident now using digital tools. Students will benefit from this experience in their future school career as well as in their work life.