TEAM is a KA 229 project with 6 partner schools. The main aims are exchange of good practice, inclusion, supporting teachers and learning languages. We build teams of students in different ages and abilities, that live together during 6 meetings - one in each partner country - (one team in a room, mixed in age and nationality) and master challenging tasks in the team. Some of the students have special needs, some e.g. suffer from ADHD, others have to deal with hearing impairments. At the meetings they live in real inclusion. All students learn from each other, take responsibility and join the team in an equal manner. The teachers are joining a teacher training before, so they learn to go through a team building process for themselves and learn about the needs of the students with ADHS and hearing impairments and different helpful methods. Participating organisations are a school from Poland, Latvia, Greece, Portugal, Romania and Germany. Mission of the Private School Regina Stein will be the coordination of the TEAM project as well as the organisation of the first meeting, which will be a teacher training as well as the organisation of the last meeting for the coordinators to evaluate the project. Our TEAM Project should make a meaningful contribution to the European priorities “supporting educators”, “social inclusion” and “promoting a comprehensive approach to language teaching and learning”. “Educational methods and development of training courses”, “inclusion/equity” and “teaching and learning of foreign languages” are therefore the appropriately chosen topics. The participating schools want to intensify the mutual understanding for Europe by expanding and consolidating tolerance, open-mindedness for people from other European countries and a respectful cooperation in the best democratic sense. Inclusion will be extensively experienced by all participants who cooperate in teams. The teambuilding process can be seen as a real inclusion because students with special needs and socially disadvantaged conditions will experience a feeling of togetherness by being welcome in European teams as equal partners. Tolerant democratic behavior and mutual assistance will be promoted. Teaching each other phrases of the different European languages is constantly considered a fundamental goal of the project. Since all students act as experts for their own native language, everybody play an important role. The participating teachers will also go through a process of development on teacher training program. Regarding the priority “promoting a comprehensive approach to language teaching and learning” and the topic “teaching and learning of foreign languages” the students have to learn a certain number of phrases in each language. The teams try methods of teaching and evaluate them and share theam at their home schools. The priority “social inclusion” with the topic “inclusion and equity” is realized by increasing the student’s competences in dealing with each other and people with special needs. They learn to better understand ADHD and hearing impairments. They learn how to act as an equal member of a team. All participants increase their self-confidence and reduce prejudices. The priority “supporting educators” with the topics “educational methods/development of training courses” will be implemented by deepening the knowledge about ADHD and hearing impairments, basic sign language and pedagogical methods. Students and teachers take part. Students will participate both, by travelling and working on the project at home. The activities should be fun and challenging for the teams and should support the team spirit. Each school creates a program of activities for the meeting in its country. The whole TEAM community can exchange ideas and help to find appropriate activities for all students. There will be a reflection about the team building process to support it. Especially the elder students join team leader groups to reflect the outcome and learn to cope with problems. The activities have to be fun and the students shouldn´t be overstrained. The TEAM Project uses eTwinning/TwinSpace for working together and the results will be assessed by an supervisory board there to evaluate and check whether the objectives are met. The results of the TEAM Project will help the development of the participating schools. Teachers will increase their competences in teaching skills and inclusion tasks. Students will benefit by increasing their motivation to learn foreign languages, self-confidence, a better understanding of people with special needs. They will feel as a part of a good European Community, make friends in European countries. Thus, the whole school community of each partner school will benefit from the participation. The results will be shared with other teachers and students of the school, the local community and will be published, so that each interested person can benefit from the outcomes.
TEAM is a KA 229 project with 6 partner schools. The main aims are exchange of good practice, inclusion, supporting teachers and learning languages. We built teams of students in different ages and abilities, that lived together during 1 meeting in Germany (one team in a room, mixed in age and nationality) and mastered challenging tasks in the team. Some of the students have special needs, some e.g. suffer from ADHD, others have to deal with hearing impairments. At the meeting they lived in real inclusion. All students learned from each other, take responsibility and joined the team in an equal manner. The teachers were joining a teacher training before, so they learned to go through a team building process for themselves and learned about the needs of the students with ADHS and hearing impairments and different helpful methods. Due to restrictions of Covid-19 there could take place only one of the 6 planed meetings. 5 meetings took place in a virtual form. Participating organisations were schools from Poland, Latvia, Greece, Portugal, Romania and Germany. Mission of the Private School Regina Stein was the coordination of the TEAM project as well as the organisation of the first meeting, which was a teacher training. Our TEAM Project made a meaningful contribution to the European priorities “supporting educators”, “social inclusion” and “promoting a comprehensive approach to language teaching and learning”. “Educational methods and development of training courses”, “inclusion/equity” and “teaching and learning of foreign languages” were therefore the appropriately chosen topics. The participating schools wanted to intensify the mutual understanding for Europe by expanding and consolidating tolerance, open-mindedness for people from other European countries and a respectful cooperation in the best democratic sense. Inclusion was extensively experienced by all participants who cooperate in teams. The teambuilding process can be seen as a real inclusion because students with special needs and socially disadvantaged conditions experienced a feeling of togetherness by being welcome in European teams as equal partners. Tolerant democratic behavior and mutual assistance was promoted. Teaching each other phrases of the different European languages was constantly considered a fundamental goal of the project. Since all students acted as experts for their own native language, everybody played an important role. The participating teachers were also going through a process of development on teacher training program. Regarding the priority “promoting a comprehensive approach to language teaching and learning” and the topic “teaching and learning of foreign languages” the students had to learn a certain number of phrases in each language. The teams tried methods of teaching and evaluated them and shared them at their home schools. The priority “social inclusion” with the topic “inclusion and equity” is realized by increasing the student’s competences in dealing with each other and people with special needs. They learned to better understand ADHD and hearing impairments. They learned how to act as an equal member of a team. All participants increased their self-confidence and reduced prejudices. The priority “supporting educators” with the topics “educational methods/development of training courses” was implemented by deepening the knowledge about ADHD and hearing impairments, basic sign language and pedagogical methods. Students and teachers took part. Students participated both, by travelling and working on the project at home. The activities fun and challenging for the teams and supported the team spirit. Each school created a program of activities for the meeting in its country. The whole TEAM community exchanged ideas and helped to find appropriate activities for all students. There was a reflection about the team building process to support it. Especially the elder students joined a team leader group to reflect the outcome and learn to cope with problems. The TEAM Project used eTwinning/TwinSpace for working together and the results were assessed by supervisory activities to evaluate and check whether the objectives are met. The results of the TEAM Project helped the development of the participating schools. Teachers increased their competences in teaching skills and inclusion tasks. Students benefited by increasing their motivation to learn foreign languages, self-confidence, a better understanding of people with special needs. They felt as a part of a good European Community, made friends in European countries. The results were shared with other teachers and students of the school, the local community and are published, so that each interested person can benefit from the outcomes. Due to the virtual activities instead of the personal meetings, there was a gread benefit in getting used to digital communication, taking part in onine meetings and in use of different digital tools, like zoom.