The second transnational meeting was in Bacarest, Romania.
The third meeting was held in Fuengirola , Spain .
Starting from the second transnational meeting in Romania, we partners agreed on the tasks to be accomplished . First of all we decides what implementation activities could be performed as to better our project and to have results and impact on the long distance.
Italy as coordinator suggested to move attention to enviroment not only as a cultural place, but also as attention to quality of life. That’s why Italy adhered to three different projects:
Unicef projects, for a frienfly school to children and teenagers
Green School Project, to obtain a certification as Eco School
Bollate Jail Project: recycling objects but also people
Unicef project explanation:
Green Project explanation:
Bollate jail project
In the meantime all three partners worked on the collection of personal narratives as stated in the original project and of all those necessary data that will bring to the building of the final output od the project. For this reason the coordinator entered in contact with an association Schoolnet Education, an online platform which helps educators innovate teaching. the chief researcher Roger Blamire was very kind and allowed the schools to use his materials
These questionnaires are based on a systemic approach, they focus on the different phases of the education project and evaluate the outcomes (see annexes)
here an analysis of prof. Vito Ventre of the results of our enquiry. (presented in Fuengirola at the third meeting)
We will start from these data to create our final product.
We met for the third trasnational meeting in Fuengirola to discuss the previous results and decide what to do next.
The activities which naturally sprang our from the original project are varied and complex. The concept of enviroment forced some of us to take into consideration the theme from such different points of view, that many different possibilities of implementation were born. Italy wanted to share with the partners this school year Bollate Jail project, because living in a eco-friendly enviroment also means living well with other people as well as with oneself. the concept of reclying one’s life, generating new possibililies, new chances in life is very important for Einaudi Institute, whose most students come from a disadvantaged situation. Italian students from Einaudi if compared to Spanish and Romanian companions of Janeiro and Ionescu, are less prepared, less polite and above all unable to communicate in the foreign language chosen for the project. On the other hand, Einaudi school, just as it faces disadvantages, has a greater experience in handling the relationship with parents and families and also inclusion seeing the great number of students who suffer from sen. Einaudi school also welcomes a lot of foreign students.
Italian coordinator must also notice that also Italian teachers can’t handle the foreign language (English) nor at an elementary level. This consideration suggests to present an Erasmusplus Project action 1 at the next call.
On the other hand, Italian teachers have trained a lot in ITC teaching methodology in the last four years and they usually use itc as part of the normal and daily teaching activity
As far as the Spanish school is concerned the project has given the teachers the opportunity to train and learn about ICT teaching methodology adding it to the CLIL methodology which they have been working with since the beginning of the Bilingual Programme at the school. As a consequence a considerable number of teachers have taken courses connected with the topic and have been doing online research facilitated by the collection of articles of the first year in the Erasmus Project. This research has also been focusing on the practical implementation of activities in the classroom. We have also applied for a K1 Erasmus Project to continue this training which gives the opportunity to learn about the IT methodology at a European level and to help them upgrade their linguistic competence in English. Spain has also offered the other partners their experience in exchange of students considering this experience as one of the main activities to improve motivation in thge students learning as well as a means to spread tolerance and learning from the varied students background so that the differences are blurred and become a source for learning.
All the three partners think that the objectives of the project have been reached so far and the following activities of the implementation part mostly exceed the initial expectation.
It is not easy to control and check and monitor all the activities which outspring from the initial project. For this reason, the teachers of the three school are in touch nearly once a week. We talk at the phone, we keep in touch by messages, skype, whatsup and above all by this site, which is our portal, the place where we meet, where we exchange opinions and ideas, where we share good practices.
We have had to face few problems, taking into consideration the huge number of activities to be carried out. Romanian students and family were at the beginning very shy and also afraid of possible problems for their children in being hosted by foreign families. Einaudi, although it is the biggest of the three school, always have some difficulties in finding hosting families.
Another difficulty is handling the difference of age among students. Einaudi is a vocational school and many of its students arrive at the first classes, having already lost one or more school years. They are on the verge of being drops out. Some of their habits and manners are considered as unaccetable both from Spanish and Romanian teachers and families.
All the three partners have still a lot to learn from each other.