IES Arquitecto Ventura Rodríguez has a large number of teachers who are very involved in teaching as well as in the improving methodology based on cooperation, the development of different skills, social inclusion and gamification. We have been developing projects over the last four years. Starting the previous school year, a group of teachers were involved in an international collaborative project using a platform called eTwinning. This project called “ Los 5 sentidos…….”,”¨The 5 Senses of Boadilla del Monte with a school in Glasgow...” has had a significant impact in Madrid. For that reason, this year, we want to take it a step further and try for a KA229 project. This project´s goal is to collaborate with four different schools in various parts of Europe (Greece, Portugal, Italy, and Spain) : 1) To create innovative workshops in order to learn more about Our Heritage, in which it would be necessary to share our strategies, experiences and the use of advanced technology in each school of the different countries. The main objective is to achieve a high quality education with the following aims: - The acquisition of high quality skills and competences to help the INCLUSION of all students, trying to reduce the percentage of student drop out , prolong the period our students actually stay at school, improve academic results, and help students to prepare for their future working lives. - Achieve a motivating, creative, permanent and significant learning process though INVESTIGATION AND GAMING. - Acknowledge our Heritage. The interest in this theme is shared by all the members and allows for a great variety of possibilities to develop INTERDISCIPLINARY AND COOPERATIVE work. This will definitely enrich all our work. 2) Create a board game based in our heritage, to add value to our knowledge in a more ludic way. In order to achieve this goal, we must have the opportunity to travel with students and teachers, who are part of the commissions of projects in each school. This teachers coordinate the interdisciplinary tasks between teachers in the same school. Travelling will allow us to share good teaching practices that would be later spread over each school. Our main goal is to attain and enjoy high quality teaching. The activities we are going to carry out involve 5 short student exchange stays (5 days + 1-2 day to travel) 1st year, meetings in Spain, Greece and Italy. 2nd year, meetings in Portugal and Spain. The methodology to follow will be similar in each trip: there will be workshops where students will develop together “learning about our heritage” through techniques involving cooperation and gaming and acquiring indirectly skills and key competences. The workshops will be classified into: -We are artists -We are chefs -We are sportsmen/women -We are writers -We are tourist guides. *Creating and designing our board game with instructions, rules, cards, dice, prizes……. *Evaluation of each workshop or activity in its entirety. For the work shops , there will be 2 groups, A and B with 4 teams of 4 students from each country in each group. Currently, we are working on two eTwinning projects as warm-up activities for the Erasmus, they are called: - AESTIMAMUS NOSTRAM HEREDITATEM I, where each country does research work on a variety of themes such as characters, main monuments, and traditional games. -AESTIMAMUS NOSTRAM HEREDITATEM III, where each country looks for information on the themes they have agreed upon, typical and healthy gastronomy( ingredients, nutritional information, cooking process), and the daily recommended exercise according to the food intake. This platform helps us to create all the above mentioned tasks of search for information , jobs we are working on at the moment, communication and information sharing, as well as allowing us to have a place where we can post all the work created by our students during and after the Erasmus. We will carry out activities to transmit all the information acquired during the exchange trips to the rest of the teachers and students, so that this new knowledge can be widely spread. We hope that the repercussions of this project will impact both, students and teaching staff. The pupils will improve become more independent and further develop their capacity to manage their own learning process, encourage tolerance, cooperation and respect. It will help them to realise that what they have learnt will help create a better society. The teachers will widen their horizons and will improve and innovate their teaching practices. Linguistic impact of different languages on all participants.
This project has been based on working cooperatively between 3 countries from different parts of Europe (Greece, Italy and Spain) to create a board game on 4 themes of our countries: traditions and traditional games, gastronomy, monuments and emblematic characters. This game has fostered different skills, which is why it has different types of questions: taboo, pictionary, questions. The objectives we sought were to achieve a quality education through: -Acquire high-quality skills and competencies that help us INCLUDE students: reduce dropouts, extend the study period and improve academic results, in addition to facilitating insertion into the world of work. -Getting motivating, creative, permanent and meaningful learning through RESEARCH and GAMIFICATION. -Learn our HERITAGE. Subject whose interest is shared by all members and which has also offered a great variety of possibilities to carry out INTERDISCIPLINARY and COOPERATIVE work, undoubtedly managing to enrich everyone's work. Three types of activities have been developed: before, during and after the mobilities. Before the mobilizations, each country has investigated and developed activities from each department on its heritage: Gastronomy-Natural C., Monuments-Technology, Geography, Traditional Games-E. Physics, Characters and traditions from almost all departments. These activities have been part of the curriculum development of each subject and have been evaluated through a rubric where competences such as oral and written expression, digital, creativity, in addition to the contents are evaluated. We are editors: During the mobilities each department prepared for the visitors an exhibition of their work where they show a part of the country's heritage. We are designers: The mobility students have come together in mixed groups to make decisions such as the following: material and rules of the game (Spain), choice of the logo for our project and as a print for our game box (Spain), design cards (Greece) and the board (Italy) and each of the questions and taboo words that make up our cards (in the 3 countries). We are guides: Monuments, sculptures, museums, etc. have been visited to better understand the heritage of each country, where the students have been guides or have been the main protagonists of said visits. We are a chef: We have tasted the typical gastronomy in restaurants and typical dishes have been cooked between siblings and families who have come together to unite, parents, teachers and students in the centers. We are athletes: traditional games and dances from each country have been taught and practiced. Activities have also been developed after the mobilities promoted by the mobility students and which have consisted in the dissemination of the heritage of the visited country. The result or final product has been a game designed entirely by the students: Rules, board, cards and chips, as well as the content of the cards and the material to learn about the heritage of the three countries before playing, full of activities , where we have worked in an interdisciplinary way under a common theme: our heritage-NOSTRAM HEREDITATEM The benefits that we have had and that will continue to increase have been twofold: On the one hand, on the students, achieving greater autonomy, ability to manage their own learning, tolerance, cooperation, respect and will also help them to be aware that what they have learned reverts to improving society. On the other hand, on the teaching staff, allowing us to broaden our horizons and improve and innovate in our teaching practice. Linguistic impact of different languages on all participants and above all, continuing to work on projects in an interdisciplinary way makes us all go towards the same type of teaching, more practical and motivating for the students