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Etwinning and Erasmus+ ka229 ``energy for life`` 2016 2019 (1)

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ERASMUS+ KA229
``ENERGY FOR LIFE``
2016-2019
FINAL CONFERENCE OF THE PROJECT
“IMPACT AND OUTCOMINGS”
IN CEIP FÉLIX GRANDE
(TOMELLOSO)
AIMS, COMPETENCES AND GOALS PURSUED
IN “ENERGY FOR LIFE PROJECT”
AIMS:
1. Developing the
scientific and digital
competences.
2. The awareness of the
vital importance of the
4 elements and natural
energy for our life.
3. The awareness of what
are effects of culture
on the development of
enviromental issues
and how European
countries use their
natural resources
COMPETENCES:
● scientific-techonological.
● digital.
● linguistic.
● cultural.
● social and citizen.
● learn to learn
GOALS:
1. Engage young students in
carrying out practical
scientific investigation
and demostrations.
2. Developing scientific
attitudes: curiosity,
asking questions, seeking
answer, working through
problems and arriving at
conclusions.
3. Adquire positive attitude
towards science essential
for living in a
technological and a
scientific world.
IMPACT IN STUDENTS
● Students have improved their scientific skills such as:
observe, analyse, formulation of hypotheses, critical
thinking...
● Working in team for a same challenge to reach a final
result.
● Enhance their cultural and European dimension with a
wide variety of activities.
● “Energy for life” has turn into a link for students to learn
about Steam subjects such as programming and robotics
into our curriculum.
● Students became enviromental ambassadors showing
their work in high schools from Tomelloso. In that way,
students won a regional contest about Enviroment and
sustainability.
● “Energy for life” gave them the opportunity to participate
in different events for dissemination.
IMPACT IN TEACHERS AND AT THE SCHOOL
● Teachers have known other ways to teach science with students.
● Teachers have improved their skills throughout educational innovation.
● The regional Government has trained teachers from our school in STEAM skills by
providing equipment and resources.
● Teachers get feel confident due to give students the opportunity of being the
protagonist of their own learning.
● Active methodology in service to the students. In that way, more participation and
focusing from students.
● Ceip Félix Grande has been a reference in Castilla-La Mancha about STEAM
methodology. We have participated in different projects not only in Erasmus+ project
but also other events.
● Acknowledgement from the regional Government to our school with a STEAM quality
Label.
IMPACT IN SCHOOL COMMUNITY
● Growing interest from families in school projects.
● Participation in most f the activities included in “Energy for Life”
projects.
● Dissemination of the impact in our school to other schools.
● STEAM after school-lab (Lego). It has been demamnded by families
not only from our school but also others from Tomelloso.
● European projects have provided to the school community a symbol
of identity
Ad

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Etwinning and Erasmus+ ka229 ``energy for life`` 2016 2019 (1)

  • 1. ERASMUS+ KA229 ``ENERGY FOR LIFE`` 2016-2019 FINAL CONFERENCE OF THE PROJECT
  • 2. “IMPACT AND OUTCOMINGS” IN CEIP FÉLIX GRANDE (TOMELLOSO)
  • 3. AIMS, COMPETENCES AND GOALS PURSUED IN “ENERGY FOR LIFE PROJECT” AIMS: 1. Developing the scientific and digital competences. 2. The awareness of the vital importance of the 4 elements and natural energy for our life. 3. The awareness of what are effects of culture on the development of enviromental issues and how European countries use their natural resources COMPETENCES: ● scientific-techonological. ● digital. ● linguistic. ● cultural. ● social and citizen. ● learn to learn GOALS: 1. Engage young students in carrying out practical scientific investigation and demostrations. 2. Developing scientific attitudes: curiosity, asking questions, seeking answer, working through problems and arriving at conclusions. 3. Adquire positive attitude towards science essential for living in a technological and a scientific world.
  • 4. IMPACT IN STUDENTS ● Students have improved their scientific skills such as: observe, analyse, formulation of hypotheses, critical thinking... ● Working in team for a same challenge to reach a final result. ● Enhance their cultural and European dimension with a wide variety of activities. ● “Energy for life” has turn into a link for students to learn about Steam subjects such as programming and robotics into our curriculum. ● Students became enviromental ambassadors showing their work in high schools from Tomelloso. In that way, students won a regional contest about Enviroment and sustainability. ● “Energy for life” gave them the opportunity to participate in different events for dissemination.
  • 5. IMPACT IN TEACHERS AND AT THE SCHOOL ● Teachers have known other ways to teach science with students. ● Teachers have improved their skills throughout educational innovation. ● The regional Government has trained teachers from our school in STEAM skills by providing equipment and resources. ● Teachers get feel confident due to give students the opportunity of being the protagonist of their own learning. ● Active methodology in service to the students. In that way, more participation and focusing from students. ● Ceip Félix Grande has been a reference in Castilla-La Mancha about STEAM methodology. We have participated in different projects not only in Erasmus+ project but also other events. ● Acknowledgement from the regional Government to our school with a STEAM quality Label.
  • 6. IMPACT IN SCHOOL COMMUNITY ● Growing interest from families in school projects. ● Participation in most f the activities included in “Energy for Life” projects. ● Dissemination of the impact in our school to other schools. ● STEAM after school-lab (Lego). It has been demamnded by families not only from our school but also others from Tomelloso. ● European projects have provided to the school community a symbol of identity
  • 7. DISSEMINATION OF THE PROJECT AND OUTCOMINGS ● REGIONAL SCIENCE EXHIBITION IN TOLEDO. ● ERASMUS+PROVINCIAL SESSIONS IN CIUDAD REAL ● PROVINCIAL SCIENCE EXHIBITION IN HERENCIA. ● II NATIONAL CONGRESS SCIENTIX ABOUT STEM METHODOLOGY FOR ERASMUS+ PROJECTS. ● WORKSHOP AND CONFERENCE ABOUT STEAM METHODOLOGY IN “ENERGY FOR LIFE” TO SCHOOL COUNSELORS IN CIUDAD REAL.
  • 8. Erasmus + Energy for Life impact in 3° Circolo Didattico Luigi Pirandello Bagheria- ITALY
  • 9. Improving teaching and learning   Compare best practices ● This project has had a strong impact on the pedagogical approach of italian school. As the educational content was related to the partnership project, motivation was continually reinforced for all aspects of learning. Science,Math and Technology were always part of the project's activities and improved the pupil’s curiosity and the way to use critical thinking ● STEM activities was particulary interesting both for teachers and students. It was the first time we used that Methodology and at the beginning not so easy to apply but, also thanks to the support of experienced european team, we found out our own way to manage activities and students learnt a lot. ● We achieved with Erasmus+ the aim of improving teaching and foster interdisciplinary learning, develop new curricula integrating technology and scientific investigation in the classroom –. improved pupil’s curiosity and critical thinking used STEM Methodology
  • 10. Expand pupils’ horizons Improve foreign language skills ● The Erasmus+ project enabled staff and pupils to work with partner schools on learning activities and learn from visiting teachers and pupils. ● Through collaborative activities with peers in other countries, pupils explored data, knowledge and experiences in a direct and immediate way. In this way, pupils developed intercultural understanding and gain new perspectives on their own identity. ● Through eTwinning activities, the meetings online they understood that even if we live far away and speak different languages we can find common points to share and help each others Cultural awareness and expression digital skills
  • 11. Provide professional development and experiences for school staff Professional development ● Erasmus project gave staff the opportunity to get involved with international professional development opportunities and it was a great way to for fresh ideas and new school approach. New learning and teaching methods and tools, and explore a variety of learning and teaching practice across Europe. ● Often the Erasmus+ activities are the break point for change – for participants and the whole school and it was.
  • 12. Raise school’s profile ● Being part of international activities underlined that our school is with bold expectations for pupils and staff. By sending teachers and pupils abroad, and working with schools and other organisations through Erasmus+, the school gained a better score as a desirable place where to study and work. Furthermore, many neighbour schools have been interested in knowing our practice and we had many dissemination meetings . ● Our school received the Label of eTwinning school in march 2019.
  • 13. Connect with stakeholder organisations and the community ● We Established links with stakeholders such as town councils, local organisations and NGOs, as LIPU and WWF that helped us to develop some activities of environmental education. We connetted to the University for Robotic and Programming and participated on Palermo Scienza which is a big exposition of STEAM project from many schools. The project offered a great opportunity for our pupils to see that what we were working on, had a connection with the organisations’ proposals and general aims of the protection of environment Open school wide collaboration connection with real life
  • 14. Erasmus+ Project “Energy for life” 2016-2019 Poland Szkoła Podstawowa nr 52 im. Małego Powstańca w Częstochowie
  • 15. Environmental Awerness The students in our school realized the impact of our everydaylife on our Planet. It can be both helpful or dangerous; They got involved in eco friendly actions, e.g. segregating rubbish, collecting waste paper, old electric device or bottle caps which are used in charity actions as well; They did many scientific experiments through which they discovered 4 elements.
  • 16. Multicultural Awerness Thanks to e.g. Our Locality task or students exchange children got to know other cultures, traditions, religions. They met their peers from other European countries and saw that among many differences they have a lot of in common; Through exploring others the students could understand their roots and get rid of some prejudice. Now they are tolerant and open -minded.
  • 17. Studying Motivation Taking part in the project made students use English in a communicative way. They understood what they study this language for. Some of them realised that English is not enough and are willing to study Spanish, French or Italian; Thanks to many experiments done and tools engaged during the lessons of chemistry, science, physics or ICT they became far more attractive and comprehensible.
  • 18. Teaching Motivation The teachers involved in the project understood that „time flies” and they should acquire new skills to motivate themselves and the students e.g. STEM or CLIL activities are helpful in everyday school life; The project’s coordinators practised managing the project, dealing with unexpected or stressful situations, and working in a team.
  • 26. Conceiving the logo was a great pleasure. Seeing it on all documents and publications along the 3 years is a great pride for our little school.
  • 27. The Flashmob during Erasmus Days 2017 as the best kick-off for year 2.
  • 28. Collaborative writing: such a great way to work together on a tale that gives a “life” to our mascot WEAF.
  • 29. Meetings around Europe and Europe visiting our small village: a huge impact on the whole community!
  • 30. Building a Green City together. Mixing good ideas and techniques and cultural backgrounds to design an amazing maquette.
  • 31. CROATIA Erasmus + Energy for Life impact in Primary School Brodarica
  • 32. Impact on students For the first time mobilities with young students (3rd grades) Weaf became part of the class STEM activities
  • 33. Impact on teachers Teachers leave comfort zone and they travel and communicate in foreign languages. We implement a lot of creative activities in our curriculum. We connected more and made teamwork successful in our school.
  • 34. Energy for Life on every corner in our School
  • 35. Impact on Community We became recognizable in our community trough EU projects. More and more parents support us. Other school learn from us.
  • 37. ROMANIA School „Elena Doamna” Tecuci Erasmus +Project „ENERGY FOR LIFE” 2016-2019
  • 38. ● Increased capacity in applying new ideas and promoting changes in the teaching-learning process at school subjects. ● Developing transversal key competences of students by changing the ways (methods, strategies, tools) and the place of teaching different school subjects. ● Improving the students’ motivation for learning. ● Developing the collaboration between teachers and managers from partner schools regarding the teaching activities and extracurricular activities. ● positive changes in the school managements and in organizational culture by assimilating the best practice from partners schools ● Improving the trust in school and the school image at local/ national/ European level. Promoting changes Key competences Collaboration Erasmus+ „Open mind, change lives”
  • 39. Impact in students ● development of scientific competences through experiential learning ● students will be encouraged to make prediction, plan actions and discover solution using a scientific method ● promoting attitudes and values - motivation and determination in the educational process ● increase the sense of European citizenship by creating conditions for students to participate in new technology-based activities ● to promote a solid foundation skills – such as literacy and transversal key competences - such as learning to learn, social, civic and cultural competences ● availability for team work
  • 40. ● teachers have found new approaches to teaching science, „Science with more fun” in over 20 activities / miniprojects ● improvement of knowledge of other educational systems and of social competences, their computer skills and English language skills. ● teachers have discovered new educational resources that they have applied to student ● have learned about the STEM methodology, applied it and disseminated the results in the school and the school community in the region ● have implemented a new curriculum approach through scientific investigation and experimentation ● teachers worked in a team and discovered the benefits of collaborative work ● Impact in teachers
  • 41. ● parents have been involved in all project activities reinforcing the family- school relationship ● grow the school prestige locally, nationally and at European level by examples of good practice generated by project and share all our positive results - eTwinning school 2018 ● our school has been a pioneer in the application of STEM methodology in our city and region ● the project activities have been continuously disseminated to encourage the school community to address new learning methods and to apply for erasmus, etwinning projects ● has constantly collaborated with the local institutions in Tecuci and the region that have encouraged this new educational orientation, methodological and with impact for pupils. School -Parents - Community Made for Europe 2019 3rd prize
  • 42. End products and transferability ● Collaborative book - „WEAF's adventures around Europe” ● Set of teacher guides with STEM /CLIL projects about disasters and benefits of the four elements în english and in romanian language ● Vimeo chanel with experiments for the 4 elements ● WEAF blog ● Investigate the Forecast ● eTwinning project ● European garden ● Greeen city maquete *STEM methodology in schools in our region *Experimental learning - ideas, methods, good practices *Disseminations in teacher meetings, conferences, symposiums