Context/Background: During the eTwinning Conference in Nottingham in June 2015 Sugata Mitra gave a video presentation of his "Hole in the Wall" experiment in India that made him famous and won him a TED Talk award in 2013 for his child driven education ideas. His experiment showed that if children are motivated and given the tools they will teach themselves and each other. This project results from discussions following Sugata Mitras video presentation and is to answer the question about how Sugata Mitra's methods can be effectively adopted and applied in many different classrooms. Sagrada Família in El Masnou and Da Vinci in Poznan want to start this adventure which will take us a step further in the pedagogical renovation we are in. Objectives: To improve our students' English level with the introduction of cooperative work with our partners through activities during the two-year project. To increase the feeling of belonging to Europe through the work we will carry out between the two schools. To develop the students' skills and abilities to look for unknown information. ICT. To make the students feel attracted to learn by searching / discovering information. To make students analyze, evaluate and create rather than remember facts explained by others. To make teachers act as an adviser, a coach, a motivator Number and profile of participants: Two schools involved. Szkola Da Vinci in Poznan, Poland and Sagrada Familia in El Masnou, Spain. Students aged 12-14 will be directly involved. Nine teachers will be directly involved. Overall, as this is a school project, all the students in both schools will be involved. Description of activities: Student activities, the 'Big Questions', will take place in different subjects, three times per year working the two schools together online. One before Christmas and two beforeJune. These activities will be for students to learn topics which would be part of the curriculum and taught anyway, using the new innovative Sugata Mitra method, with the guidance and coaching of the teachers. As the project develops from activity to activity, over the two years, the level of competence and sophistication will develop. By the end of the two years teaching in this new method should be integral to the schools and an accepted and normal way of teaching. The milestones of the project are the international student activities that take place once a year: a visit to Sagrada Família and a visit to Da Vinci in the two-year life of the project. In these activities students from the two schools will come together. They will receive team training then hold workshops, giving presentations and discussing progress and develop their thoughts on how they should move forward. Methodology to be used: At the start of the project, September 2019, two teachers per school will hold a three-day meeting at Sagrada Família where basic procedures will be established. Other meetings will be hold in the following two years to assess and correctly guide the project. Training courses by specialists will also take place. The teachers in each subject will be responsible for the accomplishment of the activities and the assessments. Coordinators will disseminate by inputting to eTwinning and Facebook. Results/impact envisaged: The impact on all students should be that they leave school better qualified, more rounded and mature learners who will be more effective contributors to society and whose employment prospects will be enhanced. The continual professional development received by the teachers by doing this project should result in them becoming more effective teachers and deliverers, ahead of and leading other teachers in the use of this innovative teaching method. Everything that will be done will be reported and updated on both eTwinning and Facebook allowing anyone anywhere to access what has been done. we will offer ours schools to other schools so that they can come to us and jobshadow. We will also offer training courses on School Education Gateway.
Background: Both schools start from watching Sugata Mitra's presentation "Hole in the World" at an eTwinning conference in the UK in June 2015. The need to improve the skills of our students led us to apply for this Erasmus+ project. Both schools had already participated in courses where PBL methodology was taught, Project Based Learning, and we realized that our teachers had and have enough skill in it. We wanted, however, to improve the results of our students, providing them with new techniques and ways of asking and self-answering with the help of the brutal amount of information available on the Internet and making them discern around proposals and questions and, added to the attraction that Sugata Mitra, the author of "School in the Clouds" exerted on the management teams of both schools, we decided to move forward with it. Number and type/profile of participants: Secondary school teachers from both schools. Students from 12 to 14/16. The pandemic, school closures, online work from home, caused all secondary school teachers (not those initially planned) and all students to participate in the project. Without asking, the pandemic worked in this case to more quickly activate the use of Sugata Mitra's "Big Questions". Objectives: - Improve the level of English of our students with the introduction of cooperative work with our partners through activities during the active duration of the project. It should be noted that during the first months of the pandemic, the basic objective of both schools was to prepare for the virtual school to which we were not prepared. Once stabilized, the project was introduced in the subjects. - Increase the feeling of belonging to Europe through the work we will do between the two schools. - Develop students' skills and abilities to search for unknown information. - Make students attracted to learning by searching/discovering information. - Have students analyze, evaluate, and believe rather than remembering facts explained by others. - Make teachers act as advisors, coaches, motivators. Description of the main activities carried out: - January 2020. Face-to-face training for teachers from both schools in El Masnou. Taught by the Sugata Mitra team, SOLE Spain. Three days. - January 2020. Inauguration of the SOLE Classroom in Sagrada Família. - January 2020. Practice of Big Questions in the brand new Classroom. Collaboration of the "Grandmothers in the Cloud". The person asking the questions to the students is not physically at school. - June 2020. Telematic meeting between both schools for students where we talked about the project, what we were supposed to carry out, the reality and also about our schools during the COVID pandemic. - November 2020. Presentation of the works of Sugata Mitra, SOLE and School in the Cloud, during a telematic meeting for students; we saw his well-known TEDtalk and presented our project again. - June 2021.SOLE (Self-Organised Learning Environment) workshops taught by mathematics and chemistry teachers. - October 2021. All students in our schools work "Big Questions" on general knowledge, adjusted to their age. They share and present their findings. - Quarterly coordination meetings where we proposed a list of "Big Questions" to work in both schools. These meetings evaluated the work done in previous months. Given the change in the ways of working and the guidelines given by governments, proposing joint live sessions of both schools was not easy. We plan and carry out a joint activity per quarter. During the confinement periods, many of the tasks to be carried out by the students tried to answer questions that the teachers proposed. In online group activities, they had to explain their "discoveries", their conclusions. Long-term expected results and benefits: - Maturity of the students, who know how to reflect, understand what is asked of them, understand what it is to work as a team, respect and listen to each other, analyze possible causes and consequences before pronouncing on a topic. - Teachers trained for the changes that new methodologies and curricula bring. Multidisciplinary teamwork between teachers: a mathematics teacher can, for example, help solve doubts that a student, or group of students, have about other subjects.