2. Training to be a
European citizen
Prepared to be a
Global Citizen
3. The purpose of the project
①To give the students intercultural competences.
②To develop ways of learning which are
interesting and relevant for the students.
③To make friends across borders and brake down
prejustices.
④To improve the students language skills
⑤To strenghten the feeling of being European
⑥To inspire teachers at our schools to make
projects and use IT as a cooperative tool.
4. 1. Intercultural Competences
• The ability to communicate with others.
• The abiliti to feel empathy – to put yourself in
anothers place.
• The ability to use ICT interactive.
• The ability to cooperate in teams together
with people from other backgrounds.
• The ability to act independent and reflexive in
unpredictible situations
5. 2. To develop ways of learning which are
interesting and relevant for the students.
• to modernize teaching methods and techniques by
changing typical classroom teaching into student-centered
learning environments
• Use IT in collaborative cross-curricular projects
We believe this way of working will generate a feeling of
relevance amongst our students and motivate them into
participating and provide the students with important
skills they can apply later in life (organizational skills,
creativity, methodology and collaboration).
6. 3. To make friends across borders and
brake down prejustices.
We live in democratic countries in different parts of Europe. The young
people in the areas we live in are quite isolated when it comes to
meeting people from other countries face-to-face. By innovating
cooperative projects combined with mobility meetings we will open the
door to Europe and help them realize that Europeans have a lot in
common and we need each other.
We want to arrange a mobility meeting for students and teachers every
half year in our schools, as we believe the physical transnational
meetings are important. You feel more committed to someone you have
met - as a consequence the following projects after the mobility
meetings in the classes among students and teachers will be of a higher
quality and the participants will feel more responsible.
By working in transnational teams the feeling of togetherness and
acceptance between our countries will grow naturally and many
stereotypes will be refuted. This will create a greater understanding of
each other as well as other EU-countries.
7. 4. To improve
the students language skills.
We have discovered that traditional classroom teaching has a tendency
to be ineffective und uninspiring for some students. More and more
students cannot see the relevance of education and fail to participate in
lessons in an active way; others even make the choice to leave school
early.
Our experience from former projects is that students, who claim they
cannot speak nor communicate in English, raise their self-confidence
when they meet students from other countries because they get a
feeling of achievement. It is our belief that creating an environment
where the students are more active players will further raise the
confidence of our pupils and give them a greater sense of self-worth.
Ultimately the newfound success may spread to the daily classroom and
encourage students and teachers to work differently.
8. 5. To strenghten the feeling of being a
European
Letting the students work in international teams will help prepare our
student for a future in a world that’s getting smaller and a Europe that’s
getting more united. We feel that we as educators are responsible for
training our students in being active participants on an international
scale. By involving our students in a European project, we hope to
develop their international comprehension and give them an
experience of being a part of something bigger - the feeling of solidarity
as members of the European Union.
We strive to give our students a greater understanding of democracy
and increase tolerance for different cultures by letting them with
themes and methods that challenge their normal way of thinking and
force them to participate in the democratic process.
9. 6. To inspire teachers at our schools to
make projects and use IT as a
cooperative tool.
Through experience we have discovered that students using ICT in a
learning environment are more focused and eager to complete tasks
because they use tools they find interesting. ICT tools are excellent for
cooperation and intend to equip our students with as much knowledge
of ICT as possible.
We will work in student-centered learning environment where we
create a foundation for the students to work from. The pupils will be
problem solvers, designers, debate leaders, project managers and more
in the different challenges they will be presented with.
The involved teachers will provide the students with the necessary
knowledge and know-how (various ICT tools, arts and crafts techniques
ect.) to help and support the ideas of the students; they will inspire and
encourage the students in the hope of building a venue for
understanding and creativity. Most importantly the participating
teachers will also provide the students with feedback and feed forward.
10. Partner Schools
Ibni Sina Anadolu Lisesi, Turkey
Liceul Teoretic "Dr. Mihai Ciuca",
Romania
Gimnazjum nr 6 w Koszalinie,
Poland
Agerbaek School, Denmark
11. Coordinating teachers
Turkey: Filiz Egemen
Romania: Cristina Chiorescu
Poland: Anna Prabucka and
Joanna Śliżewska
Denmark: Marita Knak and
Ulla Lambek
13. Our shortcut for our long title:
”Challenging Communication in a
Committing Community” will be:
”The 4 C´s”
14. Denmark
First period 1.10. 2014 – 31.1.2015
Title: ”Gyro Gearloos”
– teens inventing and Science fiction
In a democracy you must learn to argue and
justify the choices you make. The students
will practice that while they are discussing
what they are going to invent. We want to
raise creative students who are flexible,
motivated and want to do their best.
15. Description of the activites:
for Science fiction novels
1. Presentation of the participating students –
Danish students collect email addresses
from the students and start the proces.
2. Read Ray Bradburys: “A Sound like a
Thunder”,
3. Brainstorm?? – Danish students are in
charge.
4. Write novels in Google docs – Danish
students are in charge.
5. Correct novels and make illustrations
16. Description of the activites:
for Gyro Geerloos
1. Danish students start the mindmeister.
2. In teams make brainstorm on new
inventions. (2 from each of the four
countries will be invited to work in the same
Mindmeister.)
3. To get ideas the students will be encouraged
to ask local industries and private people if
there are something they are missing in their
everyday lives.
4. Skype meeting - discuss and agree.
17. Poland
Second period: 1.2.2015 – 30.6.2015
Title: ”The big box” – All about freedom
Prezi: (Responsible: Poland)
18. Romania
Third period 15.9.2015 to 31.1.2016
Title: ”Democracy” – about liberty and its
limits in modern society.
Wikispace (Responsible: Romania)
19. Turkey
Fourth period 1.2.2016 to 30.6.2016
Title: ”Expression”
The students will exchange knowledge how different cultures express
emotions and the sence og their identities through art.
Mural.ly: (Responsible: Turkey)
