The project envisions endorsing and empowering students and teachers from the partner schools in how they organise their processes of teaching and learning foreign languages, especially English, with the use of digital technologies. This aim will be attained through the exchange of best practices between the partners and by creating reliable work tools for the language classroom. The expected results will come in the form of lesson scenarios produced by the participants, both teachers and students, during their mobilities. Transversal skills (ie. foreign language fluency, computer skills) and soft skills will be fostered – participants will better learn how to be accountable for their own educational process, take initiative to search for and apply new methods and techniques in their work, utilise their motivation and lateral thinking potential. Consequently, participants' passivity, understood as inert acceptance of solutions offered from “the outside”, will be eradicated. Effects of this project will also encompass heightened proactivity, self-reliance, self-confidence, entrepreneurship and social inclusion, next to better intercultural awareness. It is crucial that, especially the students, learn how to responsibly include modern technology in their lives. Partnerships established in the project arise from dire needs voiced by the participants – we expect to work out attitudes, tools, knowledge and skills that will continue to inspire and support teaching staff in their work with mixed-ability groups. Particular attention will be paid to those groups where students with disabilities and/or special requirements work along those who demonstrate no specific needs. Two types of activities related to learning, teaching and training have been planned in this project: short-term teacher mobility and short-term student exchange. Overall, 6 teachers will participate in mobilities, 2 from each country (Poland, Portugal, Spain) and 60 students, 20 from each country. Each student exchange group will include 10 students plus one accompanying person. Moreover, students with physical and mild intellectual disability will take part in the project. The following work methods will be employed: meetings, study visits, discussions, informational sessions, training sessions in international groups, project tools test sessions with students, individual work with online resources. Additionally, we expect the project will allow the comparison of similarities in school-specific realia, also the character of their teaching approach and their students' needs. Visiting teachers will be given the opportunity to witness daily lives of the partner schools, become a part of their workflow, attend local events and teaching staff meetings, among others.
The project envisions endorsing and empowering students and teachers from the partner schools in how they organise their processes of teaching and learning foreign languages, especially English, with the use of digital technologies. This aim will be attained through the exchange of best practices between the partners and by creating reliable work tools for the language classroom. The expected results will come in the form of lesson scenarios produced by the participants, both teachers and students, during their mobilities. Transversal skills (ie. foreign language fluency, computer skills) and soft skills will be fostered – participants will better learn how to be accountable for their own educational process, take initiative to search for and apply new methods and techniques in their work, utilise their motivation and lateral thinking potential. Consequently, participants' passivity, understood as inert acceptance of solutions offered from “the outside”, will be eradicated. Effects of this project will also encompass heightened proactivity, self-reliance, self-confidence, entrepreneurship and social inclusion, next to better intercultural awareness. It is crucial that, especially the students, learn how to responsibly include modern technology in their lives. Partnerships established in the project arise from dire needs voiced by the participants – we expect to work out attitudes, tools, knowledge and skills that will continue to inspire and support teaching staff in their work with mixed-ability groups. Particular attention will be paid to those groups where students with disabilities and/or special requirements work along those who demonstrate no specific needs. Two types of activities related to learning, teaching and training have been planned in this project: short-term teacher mobility and short-term student exchange. Overall, 6 teachers will participate in mobilities, 2 from each country (Poland, Portugal, Spain) and 60 students, 20 from each country. Each student exchange group will include 10 students plus one accompanying person. Moreover, students with physical and mild intellectual disability will take part in the project. The following work methods will be employed: meetings, study visits, discussions, informational sessions, training sessions in international groups, project tools test sessions with students, individual work with online resources. Additionally, we expect the project will allow the comparison of similarities in school-specific realia, also the character of their teaching approach and their students' needs. Visiting teachers will be given the opportunity to witness daily lives of the partner schools, become a part of their workflow, attend local events and teaching staff meetings, among others.