During our 2-year project we want to create an understanding of the positive effects on learning requirements through movement in and out of lessons for our students and teachers. Our four project schools in Scotland, Turkey, Greece and Germany will endeavor to provide engaging and motivating material that will raise the interest of students and teachers in the integration of multiple movement sequences during their scholastic activities. We want to raise awareness of the importance of exercise for our individual learning processes and successes and jointly develop and evaluate new opportunities for implementation in a school context at various levels. Accompanying surveys take the interests and wishes of pupils and teachers into account and integrate them into the ongoing topic planning of our project in the best possible way. We will ensure that students and/or teachers, with less motivation and possible concerns about the use of exercises in the classroom, are made aware of the importance of the subject. The "Super Learning Day" is intended to be the prelude to our project in which, in particular, the pupils introduce their learning day, sometimes question it and present new possibilities for its design. A project accompanying mascot will be presented. It will travel to the partner schools carrying project results as well as observing and commenting on them. Pupils develop "How do I feel cards" which will help them categorize their own needs and find the right movement exercises. In addition the so-called "hotspots" will be developed in which the participants will find ideas for a varied break. Own game ideas and/or modified Energizers will be developed, filmed and published. Online rankings allow participants to vote for their favorite activation games. The surveys will be updated during the project and et al. will give information about the effectiveness of Energizers in everyday school life. Project accompanying "notebooks" are individually designed by students. They will serve as the notation of favorite games and learning type tests, their evaluation and personalized options for action in school life. Through the course of learning research days the topic "movement and learning" should be prepared theoretically and above all child-friendly. Small learning experiments and the inclusion of extracurricular experts should help to support this. The "Super Learning Day 2.0" forms the pedagogical framework of our project. The project schools present the implementation of (specially designed) Energizers in their everyday school life as well as the playground layout of the last 2 years and the associated changes in the school structure. Each project school receives a collected work of the most efficient activation games in and out of class as well as ideas for a successful playground design. The book will be published in digital form on the homepage and thus made available to other schools throughout Europe. The direct contact between the school classes, individual students and teachers et al. via the eTwinning portal will support language learning well as a general intercultural education. By making it possible for our students to work, play, communicate and visit each other, we will improve their understanding of the everyday lives of children, families and schools in other EU countries. By participating in transnational learning activities they will experience first-hand family life and culture. Students will get into contact with various European languages and use English as the project language for communication and presentation. At the same time the mobilities are the culmination of our project work as within we will present our results and evaluate them. Our teachers and children will work closely together to plan and carry out project work and share its results. We will involve parents and other partners. We will make progress and results visible on our project website, the eTwinning portal and in presentations at school. Finally we will adapt and revise the guidelines of our schools through our experiences and results of the project. The goal will be to integrate the implementation of Energizers and effective playground options firmly into our school profiles and to expand the already existing approach of a "Good and healthy school".
During our 2-year project we created an understanding of the positive effects on learning requirements through movement in and out of lessons for our students and teachers. Our three project schools in Scotland, Turkey and Germany endeavor to provide engaging and motivating material that raises the interest of students and teachers in the integration of multiple movement sequences during their scholastic activities. We rose awareness of the importance of exercise for our individual learning processes and successes and jointly develop and evaluate new opportunities for implementation in a school context at various levels. Accompanying surveys take the interests and wishes of pupils and teachers into account and integrate them into the ongoing topic planning of our project in the best possible way. We ensure that students and/or teachers, with less motivation and possible concerns about the use of exercises in the classroom, are made aware of the importance of the subject. The "Super Learning Day" was intended to be the prelude to our project in which, in particular, the pupils introduced their learning day, sometimes questioned it and presented new possibilities for its design. A project accompanying mascot, Elma, was presented. It travelled to the partner schools carrying project results as well as observing and commenting on them. Pupils developed "How do I feel cards" which helped them categorize their own needs and found out the right movement exercises. In addition the so-called "hotspots" were developed in which the participants found ideas for a varied break. Own game ideas and/or modified Energizers werde developed, filmed and published. Online rankings allowed participants to vote for their favorite activation games. The surveys were updated during the project and et al. gave information about the effectiveness of Energizers in everyday school life. Project accompanying "notebooks" were individually designed by students. They served as the notation of favorite games and learning type tests, their evaluation and personalized options for action in school life. Through the course of learning research days the topic "movement and learning" were prepared theoretically and above all child-friendly. Small learning experiments and the inclusion of extracurricular experts helped to support this. The "Super Learning Day 2.0" formed the pedagogical framework of our project. The project schools presented the implementation of (specially designed) Energizers in their everyday school life as well as the playground layout of the last 2 years and the associated changed in the school structure. Each project school received a collected work of the most efficient activation games in and out of class as well as ideas for a successful playground design. The book was published in digital form on the homepage and thus made available to other schools throughout Europe. The direct contact between the school classes, individual students and teachers et al. via the eTwinning portal supported language learning as well as a general intercultural education. By making it possible for our students to work, play, communicate and visit each other, we improved their understanding of the everyday lives of children, families and schools in other EU countries. By participating in transnational learning activities they experienced first-hand family life and culture. Students got into contact with various European languages and used English as the project language for communication and presentation. At the same time the mobilities were the culmination of our project work as within we presented our results and evaluate them. Our teachers and children worked closely together to plan and carry out project work and shared its results. We involved parents and other partners. We made progress and results visible on our project website, the eTwinning portal and in presentations at school. Finally we adapted and revised the guidelines of our schools through our experiences and results of the project. The goal was to integrate the implementation of Energizers and effective playground options firmly into our school profiles and to expand the already existing approach of a "Good and healthy school". It worked!