Our project gathers 5 European partners (France, Portugal, Romania, Spain, Italy) with a population whose socio-professional categories are relatively disadvantaged. It consists of studying the use of neuroscience in pedagogical practices, with the aim of providing answers to any student profile, particularly for disadvantaged, demotivated or out of school students. It aims to develop transversal and interpersonal skills for students on the one hand, and the understanding and evolution of neurodidactic practices for teachers on the other hand. The expected effects are to improve well-being, self-esteem, stress management and interpersonal relationships. To do this, it involves acquiring or reinforcing techniques or approaches related to attention, memory and psycho-social skills. 30 students and 10 accompanying adults participate in each mobility. The participants are volunteers but our choice will focus on students at risk of dropping out. Thus, a presentation of educational courses for students and teachers is planned ; it will be about showing how we can teach practices associating an existing pedagogy with scientific data. In addition, our partners present concrete applications in the fields mentioned during the educational sequences and aim to provide tools to fight school dropout. Regarding the results, qualitative and quantitative assessments with questionnaires carried out before, during and at the end of the mobilities will be provided. The expected impacts for teachers are to acquire a shared culture of educational neuroscience and psycho-social skills and to harmonize practices, teaching methods and pedagogical requirements for students. For students, it's about learning about their own learning mechanisms, becoming more effective in their attention and memorization skills, better managing their emotions to interact in a community, and adopting a student posture. promoting learning conditions. Our project aims at generalizing these pedagogic practices across all the training areas of the various institutions involved and evaluate their positive impact all along the student's scholarship.
Our project has brought together 5 European partners (France, Portugal, Romania, Spain, Italy) bringing together middle and high school students from different courses (high schools and general and vocational schools) which allowed a real social mix. It consisted of studying the pedagogical use of educational and behavioural neurosciences with the objectives of providing answers to any student profile, especially to the most demotivated. The various concrete activities proposed allowed everyone to understand the learning mechanisms and to have useful tools to learn to learn better, to have a better knowledge of one’s strengths and weaknesses and to have a better self-esteem. The project has enabled students to develop transversal skills of being, living skills and know-how and has enabled teachers to develop their teaching practices through neurodidactic knowledge. Academic conferences presenting stress management, short-term memory and attention have allowed us to develop high-level skills that strengthen our expertise. 30 students and 10 teachers participated in each mobility. The students were in total immersion being received by host families. After presenting the theoretical foundations of neuroscience and showing some concrete applications during the Mobility 1 in Nantes, the other partners developed some of the pedagogical applications: stress management in Portugal, know how to be, know how to live and memorize in the short term in Romania, multiple intelligences and memorization in the long term in Spain and attention in Italy. Each mobility has also given rise to cultural visits to discover the region of the partners. These very rich visits allowed to develop knowledge on history, architecture, industry, arts, local crafts and religions. Among the results achieved, intercultural and linguistic skills (the French language was used to communicate )teamwork, autonomy, openness and adaptability. For the teachers, a better expertise in neuroscience, a broadening of the personal network, a unanimous will to open the school to Europe, the contribution of teamwork and teaching methods adapted to any profile of students. In the medium and long term, each school is committed to the development of transversal skills to fight against the demobilization of students, modify its pedagogical practices by combining creativity, innovation, multidisciplinary and team spirit. The assessment of our project was carried out through informal indicators such as student behaviour, student satisfaction and commitment, parents' return, teachers' and teams' satisfaction at the various institutions, and the maintenance of exchanges betweenbeyond mobility and dissemination in our institutions and in the region.Through questionnaires for students, teachers and parents, we were able to make a more quantitative and formal assessment. All the participants enjoyed an enriching human and intellectual experience that helped to increase our sense of European belonging.