The project - # I learn ergo I am- is a two year transnational project that focuses on tackling early school leaving and lack of motivation in learning. We have students with learning difficulties and emotional problems in our schools and on the other hand, we will have more and more refugees and immigrant students in most of our schools. Many of our students suffer from the lack of motivation in learning and we would like to make them aware of their own learning process in a positive way. We will focus on their skills and strengths instead of their weaknesses and try to motivate them to take responsibility of their own learning. They are supposed to find out their dream jobs and what kind of skills they need to achieve their dreams. Furthermore, education is a key to integrate refugees and immigrants in the society. Researchers say that more than 40% of the future jobs are unknown. Many old professions are disappearing and many new ones coming up, e.g. many jobs will be done by robots in the future. Our students are encouraged to think about what kind of skills and knowledge they will need in the future. They will make a survey on old professions but also the present ones and working life in the future. They will compare the results with the results of the other countries in the project and find out reasons to possible differences and similarities between the countries. The main results are worth of disseminating because they can be freely used not only in our own school year after year but also in other schools in our countries: 1.We believe that succesful implementation of the project will be achieved by using the Portfolio as a learning tool. The final product, the Portfolio (both paper and electronic one) as a character development tool (with students´ strengths and skills) can be used and updated as CV later on. The copy of the Portfolio is freely available (for other schools, too) and it can be used as a learning tool for example in student councelling year after year. 2.The Project blog will keep all the information about the Portfolio and all the activities carried out in the project. It is easily disseminated without any extra resources. 3.The Project diary of students´ and teachers´impressions and memories from each project meeting will inspire other students and teachers in the future to take actively part in transnational projects. Secondly, we believe that by the end of the project students will improve their 21st century learning skills, develop their motivation to learn and tackle against early school leaving. 1.Collaboration (teamwork, peer learning, social skills, creating learning material and testing them in transnational teams) 2.Deep learning (students don´t just receive information, they produce information and make their own surveys) 3.ICT competences 4.Critical thinking and taking responsibility of their own learning 5.Communication (active communication with classmates and project partners, wider use of fluent English) 6.Joy of learning ( learning is fun) 7.Strenghtening entrepreneurship in the curriculum of all schools. The project team concists of five comprehensive schools (students at the age of 12-14) in Finland, Latvia, Spain, Sweden and Turkey. All the schools have students with special needs and immigrant backgound/refugees and the students will work in mixed groups. In every school there will be an Erasmus-team consisting of students and teachers. These teams have the main responsibility for the project in their schools. All schools in the project have their own strengths and educational experiences of learning skills and competences, including modern technology, drama pedagogy and entrepreneurship in teaching and learning. Sharing these good practices between schools is easier when visiting each other.
The project - # I learn ergo I am- was a two year transnational project that focused on tackling early school leaving and lack of motivation in learning. We have students with learning difficulties and emotional problems in our schools and on the other hand, we will have more and more refugees and immigrant students in most of our schools. Many of our students suffer from the lack of motivation in learning and we would like to make them aware of their own learning process in a positive way. We focused on their skills and strengths instead of their weaknesses and tried to motivate them to take responsibility of their own learning. They were supposed to find out their dream jobs and what kind of skills they would need to achieve their dreams. Furthermore, education is a key to integrate refugees and immigrants in the society. Researchers say that more than 40% of the future jobs are unknown. Many old professions are disappearing and many new ones coming up, e.g. many jobs will be done by robots in the future. Our students were encouraged to think about what kind of skills and knowledge they will need in the future. They made a survey on old professions but also the present ones and working life in the future. They compared the results with the results of the other countries in the project and tried to find out reasons for possible differences and similarities between the countries. The main results are worth of disseminating because they can be freely used not only in our own school year after year but also in other schools in our countries: 1.We believe that successful implementation of the project will be achieved by using the Portfolio as a learning tool. The final product, the Portfolio (both paper and electronic one) as a character development tool (with students´ strengths and skills) can be used and updated as CV later on. The copy of the Portfolio is freely available (for other schools, too) and it can be used as a learning tool for example in student counseling year after year. 2.The Project blog will keep all the information about the Portfolio and all the activities carried out in the project. It is easily disseminated without any extra resources. 3.The Project diary of students´ and teachers´impressions and memories from each project meeting will inspire other students and teachers in the future to take actively part in transnational projects. Secondly, we believe that by the end of the project students will improve their 21st century learning skills, develop their motivation to learn and tackle against early school leaving. 1.Collaboration (teamwork, peer learning, social skills, creating learning material and testing them in transnational teams) 2.Deep learning (students don´t just receive information, they produce information and make their own surveys) 3.ICT competences 4.Critical thinking and taking responsibility of their own learning 5.Communication (active communication with classmates and project partners, wider use of fluent English) 6.Joy of learning ( learning is fun) 7.Strengthening entrepreneurship in the curriculum of all schools. The project team consisted of four comprehensive schools (students at the age of 12-16) in Finland, Latvia, Spain and Turkey. All the schools have students with special needs and immigrant background/refugees and the students worked in mixed groups. In every school there was an Erasmus-team consisting of students and teachers. These teams had the main responsibility for the project in their schools. All schools in the project have their own strengths and educational experiences of learning skills and competences, including modern technology, drama pedagogy and entrepreneurship in teaching and learning. Sharing these good practices between schools was easier when visiting each other.