Schools in this project notice that the intrinsic motivation of students for learning content is decreasing. As we are all schools who want to set pupils in the heart of education, we want to adjust the way of teaching in a way that learning becomes more natural. The main goal of this project is to increase inner motivation by using playful learning in the curriculum. Several ways of assessments will show that pupils’ motivation will increase and that more competencies will be reached that way. objectives for the schools * The schools want to create a play-based learning environment that strengthens the motivation of the pupils to learn. * The schools want to implement more elements of playful learning into the everyday lessons. * The schools want to think about new ways of organising groups that should facilitate cross-curricular plays in which pupils learn new competencies. * The schools want to assess pupils in a way they’ll see more skills and attitudes of pupils during the playful learning. objectives for the teachers * Teachers strengthen their didactic competencies to implement play into the curriculum to increase the motivation of the pupils and to strengthen their learning process. * Teachers want to have effective tools for learning by playing. * Teachers want to find ways to recognise the learning results of ‘learning-by-playing’ activities. * Teachers want to learn how to give ownership to pupils in their learning and evaluation. * Teachers want to learn how to achieve 21th century skills and digital skills by using playful learning. * To strengthen their understanding of natural learning and playful learning by investigate the subject and work on a new vision text to be used in each school. * To learn from each other's different approaches and implement good elements in their everyday work. * To integrate digital ways to make lessons more playful without falling into gaming. objectives for the students * To strengthen their (intrinsic) motivation by learning in a playful way. * To strengthen the involvement of pupils in their learning process. * To take responsibility and to experience ownership of their learning process. * To strengthen their competencies in the curriculum by using playful-learning. * To strengthen their skills to transfer competencies such as knowledge in new situations. Pupils aged 8-15 are involved in this project. Some of them will be in a steering group to help teachers develop approaches to playful learning. Pupils aged between 12 and 14 will be in the meetings abroad. This project will achieve objectives at the level of pupils, teachers and the whole school. By strengthening teaching skills to use playful learning, by writing a vision text, by trying-out four approaches of playful learning together with students, by listing good practices in every school and by learning from each other; schools will achieve a long term result. The vision text will be made during a joint staff meeting where teachers will learn different approaches. In this meeting ‘The Institute of Play’ in New York will be asked to give input. Also, some books and texts will be an issue (natural learning, OECD and teachers as designers of an educational environment, OECD). The vision text will be spread via the website and will be discussed in an eTwinning group. As the school policy in every school integrated playful learning, this will be an issue to work on next years. Playful learning in the school curriculum will make teaching 21-century proved, and friendly for those who are learning: children and youth.
The schools in this project noticed that the intrinsic motivation of students for learning content is decreasing. We all are all schools who want to set pupils in the heart of education, we want to adjust the way of teaching in a way that learning becomes more natural. The main goal of this project is to increase inner motivation by using playful learning in the curriculum. The implementation of the activities in the project and the development of results were done in a gradual process spread over the full project period. Each part was organised by a partnerschool and led to a concrete outcome. The project started with the research and analysis of project needs, which contributed to developing of a detailed planning. Due to the impact of COVID-19, the project decided to adapt, re-design and more digitalise the expected planning and outcomes.In addition to the replanned LTTA more online meetings where organised. There are two main outputs of the project: A vision text of the integration of playful learning into the curriculum of the pupils and an overview of tools and good practices from playful-based learning and from playful- based pedagogical approaches. From the start of the project the partners wanted to create a play-based learning environment that strengthens the motivation of the pupils to learn and implement more elements of playful learning into the everyday lessons. The schools wanted to think about new ways of organising groups that should facilitate cross-curricular plays in which pupils can learn new competencies. At the same time the partner school wanted to find new ways to assess pupils in a way they’ll see more skills and attitudes of pupils during the playful learning. For the teachers the project wanted to strengthen their didactic competencies to implement play into the curriculum to increase the motivation of the pupils and to strengthen their learning process and find effective tools for learning by playing. In a way the project wanted to learn how to give more ownership to pupils in their learning and evaluation by using 21th century skills and digital skills in playful learning. By learning from each other's different approaches and experiences and lateron implement these good practices in their everyday work by for example integrate digital tools to make lessons more playful without falling into gaming, teachers noticed that they where able at strengthen the students intrinsic motivation by learning in this more playful way and increse the involvement of pupils in their own learning process. Students not only take more responsibility but also experience ownership of their learning process. The project educational information on playful learning tools developed by the project and the vision text that is available to a wider audience offers teachers and schools first hand experiences on the topic.