PLANS-Erasmus+ Project 2019-2021
wirineuropa2016
Created on January 27, 2021
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Transcript
PLANNING LEARNING APPROACHES FOR NOWADAYS STUDENTS
PLANS
ERASMUS+ PROJECT 2019-2021
Tasks students could do on their own
Collaboration in digital times & blended mobility
Integration in the curriculum
Work process
Our Project in eTwinning
About us
PLANS
Where do we have to work on?
Successes
Project activities
Links and results
With a click to the information
First year: Project results https://padlet.com/e_l_a/auv0cxgrxxwl PLANS - Planning Learning Approaches for Nowadays StudentsA summary of our project activities and products after six months project...Padlet Our website https://planserasmus2019.wixsite.com/plans HOME | PlansIn accordance with the digital age - digitalization as a chance for the modernisation of teaching methods. This project has been funded with support... Plans FACEBOOKhttps://youtu.be/yUzQWI3nJso A place to live in - A anthem for our Erasmus+ Project (2019-2021)Partnerschools-Europagymnasium Kerpen - Germany-Agrupamento de Escolas nº1 de Abrantes- Portugal -Tyršova základní škola a mateřská škola Praha 5 -...YouTube
What we still need to work on - project seen as a process - more focus on the security and data in internet and digital apps use -focus on the use of Free Source Software -planning a Project Day across borders -diffusion /sustainability of the project: open school (workshops, "You can be a teacher for one day"...) -STEM subjects -creating a homogenic collaboration of all partners and we need...TIME We do not want to give up the experience and the bonds that are established in direct, face-to-face contact. The exchange, the experiences and the intensity of being in a foreign country for 24 hours for a week with a different family, cannot be substituted. For this reason: We applied for an extension of our project.
About me
- Spanish teacher born in the Canaries
- Since 2005 at the present school and coordinator exchange programs: Europagymnasium Kerpen (about 1.800 students)
- Since 2009 working on Erasmus+ Projects
- Agrupamento de Escolas nº1 de Abrantes- Portugal (1827 students) - Primary and Secondary School
- Tyršova základní škola a mateřská škola Praha 5 – (360 students) - Primary and Secondary School Czech Republic
- Şcoala Gimnazială Ştefan cel Mare, Bistrita - Romania (1007 students) - General Secondary School
- IES Sierra de la Grana, Jamilena - Spain (128 students) Compulsory Secondary School
Project activities -following the original timetable -mostlly dealing with situations familiar to students and differents subjects -including different applications or digital skills, starting with a lower degree of difficulty in its application and use and raising this level Examples of activities -radio programme -ebook about cultural heritage (collecting the results of the mobilities) -podcasts: European values and urban citizenship -composing a project anthem -digital toolbox related to STEM subjects -European sports -easy readers: Legends -guide to Internet safety Project activity "European Sports"
Integration of the project in curriculum 1) in terms of topic, skills and competences
- dealing with topics familiar to students: "My town, my city", "Sports from other cultures", "Digital tools", "A city guide", "Sustainability", "Festivals" etc.
- dealing with ICT skills to apply them in other lessons: the digital world
- fostering oral skills in a foreign language (podcasts, radio programm...)
- developing trained competences such as researching
- fostering teaching which supports digital and media literacy
- learning to use tools that promote cooperation and digital communication
- analysing personal data for further use, i.e. selecting copyright photos
- dealing critically with the information students find
- promoting teamwork as preparation for their future professions
Successes
- communication
- development of the activities and results
- cooperation between students and teachers
- fantastic collaboration with almost all the coordinators
- the first mobility in Spain is an unforgettable experience
Which tasks could the students do? The students were able to independently perform the tasks which involved research, creation, filming, exchanging ideas
- exchange of ideas (Twinspace, framapad, padlet etc.)
- film videos
- interactive presentations EUROPEAN SPORTS
- working on an ebook OUR CULTURAL HERITAGE
- podcasts
- research to prepare an activity
- drawings
- quizzes and surveys for other partner students
- digital vocabulary tests, to be integrated in an activit
- photo project https://youtu.be/V9xHy1ZOLrAhttps://www.youtube.com/watch?v=TZJswNppEJ4
- A choreography for our anthem
step 1
Duis autem vel eum iriure dolor in hendrerit in
+info
step 2
development & exchange
+info
Development and exchange -in the Erasmus Club -and/or in a class -with a teacher mentor -in collaboration with other classes -via eTwinning: pages, forums, polls, chats, virtual meetings, collaborative apps above all: in a permanent learning-teaching process where -student and their ideas play an important role -get involved in planning different activities, making decisions which apps, organizing workshops, a Project Day etc.
step 3
further use
+info
Further use of the results CLIL didactic units / PBL proposals PROJECT ACTIVITIES
step 4
diffusion and sustainability
+info
Diffusion and sustainability -some results are presented in classes-school groups where the topic is also in the curriculum Presentation of the activity in the bilingual class -Kerpen “You can be a teacher for one day” "Teachers for one day" - Romania -bilingual classes create worksheets (CLIL) or test the material -"mini-trainings" Planning: - "Project Day" - "Workshops - "mini-trainings"
step 1
launching an activity
+info
LAUNCHING AN ACTIVITY -ca. every two months -following a general practical guide (outline) -but also with flexible reference to the end results: similar activities can have different results depending on students' characteristics in the partner schools
Methodical-didactical aspects
Methodical-didactical aspects
- the Erasmus project complement students’ lessons
- working cross curricular way by applying needed and new methods of teaching-learning skills
- implementing modern pedagogies by means of ICT, CLIL, PBL, STEM
- different school classes work parallel with classes from other school forms: primary or secondary, comprehensive or vocational school
- older students teach the younger ones or work as a mentor
- talented students teach digitally-challenged children
+ Example
& Collaboration
Communication and collaboration before and planning the mobilities -via virtual meetings -message videos -emails -whatsApp -paper letters -via Twinspace, where all the apps we used are integrated and where students
- got to know each other
- exchanged ideas
- launched activities and interacted (blog, forums, polls…)
- collaborated (padlet, myframadpad, genial.ly...)
- collected experiences during and after the mobility using a portfolio-padlet
- chatted
2. Useful and modern digital tools
Introduction of useful and modern digital tools - for creating interactive and animated products - learning media to be applied and used even in a quarantine time (presentations, infographics, interactive images quizzes...) -evaluating and collaboration (i.e. padlet, genially, my pad, answergarden, mentimeter, book creator, learning apps and more…) -INTERACTION GATHERED IN OUR DIGITAL TOOL BOX Some examples CULTURAL HERITAGE SURVEY ON SPORTS HABITS DIGITAL CHASE
1. Central Management System
Twinspace as a managemet system -eTwinning and Twinspace as a work and exchange management system -to keep all of our digital materials in one place: assignments, development of activities, project agenda, improvements and more -a perfect platform to structure all of our digital learning-teaching process, -making our project visually attractive -to upload materials and results -to disseminate our project
Blended mobility
Digital teaching in corona times: Challenges and Chances
Digital teaching in corona times Challenges -Some schools were closed, a new situation, for which some were not prepared. -There was a lack of resources and digital skills in some schools. (some) Students only had their mobile phones, therefore they couldn’t work or had no connection. -Many students left the Erasmus Club. …but also, Chances - we were obliged to apply digital solutions. -we have gained digital experience working in this project, which was very useful because we could apply it on the online distance teaching. -teachers have developed new digital competences which are important for the teaching process. -we appreciate now more than ever before how important the communication with others is.