ERASMUS+ PROJECT

1. This project has been funded with support from the European Commission. This publication reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein

2. The project focuses on the problem of social exclusion (based on lack of basic skills).
In order to reach this goal of inclusion we practiced new strategies and methods of teaching cooperatively and inclusively at schools
and during leisure time activities.
This application refers to the particular needs of students according to the needs analysis which took place at the all partner schools.
As the group of this project we discussed and defined 4 problems which prevent school success. They include lack of social inclusion,
lack of basic skills, lack of parental support and finally lack of socio-economical needs. The needs analysis had been done at four
schools by teachers' observation, sharing ideas and applying basic survey which evaluated these four obstacles. As a result, in
Lithuania the problem of lack of social inclusion and parental support does not exist, but they need to develop the level of basic
skills and help students who lack socio-economical needs. Other schools have problems, more or less, with this fourth issue. At
Romanian schools, “lack of social inclusion and basic skills ” of the students seem to be the most important problems in term sotf
preventing students from adapting academic success. In Turkish and Swedish schools “lack of basic skills, lack of parental support
and lack of socio-economic needs” became the key reasons for failure.
Besides, each school has different good practices in their school curriculum. They observed and followed by the teachers and
transferred after evaluation. The strategies and methods which we agreed upon to apply embody plenty of ideas which stand for a
real alternative to solve these four problems.
Every partner applied one of these methods in its school environment, observed and evaluated the outcomes. During the meetings
these outcomes were discussed by all the partners and were transferred to one another.
At the end of 2 year time, 5 strategies were applied and evaluated.
According to the observation and results of success the partners will continue to use these strategies and methods at their schools.

4. 1. WEBSITE
http://inclusionway.wixsite.com/inclusion

9. 2. LOGO

10. 3. FACEBOOK
https://www.facebook.com/groups/1
271630066235884/

14. TWINNING SPACE

16. 4. BROCHURES
COOPERATIVE LEARNING ANDPEER TUTORING
STRATEGES

17. TEAM TEACHING STRATEGE

18. PROJECT BASED LEARNING
AND PERSONALIZATION

19. LEAFLETS

20. ERASMUS+
CORNERS

21. CALENDARES : 2017, 2018

22. QUESTIONNAIRES
INITIAL,TEACHING-LEARNING ACTIVITIES, FINAL

23. TRAVEL GUIDES

24. MEETINGS

25. FIRST TRANSNATIONAL MEETING
22/11/2016 - 25/11/2016,
Gymnasium "Vyturys", Kaunas, Lithuania
THEME OF THE FIRST
MEETING:
"Cooperative
Learning"

26. Cooperative learning is defined as 'a method of
instruction that encourages students to work in
small groups, learning material, then presenting
what they have learned to other small groups. In
doing so, they take responsibility for their own
learning as well as their classmates’. In other
words, cooperative learning is a system in which
students become both motivated and motivators.
By shifting responsibility for learning from teachers
to students, cooperative learning takes away the
“us vs. them” mentality that the typical school
organization naturally tends to encourage and
creates in its place a new dynamic environment
where students feel empowered and eager to
succeed on their own terms and not only to please
their teacher.

30. 2nd meeting "Short-term exchanges of
groups of pupils"
12/02/2017 - 17/02/2017, Stålforsskola Sf 2, Eskilstuna, Sweden
Topic of Exchange: PEER TUTORING
There is a saying that the best way to learn something is to teach it. At schools across the
world, students become better learners as they take the role of teachers and mentors to
younger children. Peer tutoring is also valuable because students can often forge stronger
bonds with other students than with adults and are more easily able to develop interest and
motivation in younger learners. While there are some problems with this approach
including the fact that not all students can be good teachers and also the quality of
instruction may not be as high as desired, still there are a lot of advantages to peer tutoring
as set forth by University of Western Australia below:
•It involves students directly in the teaching and learning process;
•The act of teaching others enhances student's own learning;
•It encourages collaboration between learners;
•It can be viewed as a strategy for dealing with individual differences in the classroom.

35. 3rd meeting "Short-term exchanges
of groups of pupils"
14/05/2017 - 20/05/2017, ROMAN, ROMANIA
TOPIC OF EXCHANGE: TEAM TEACHING
The Romanian school organized workshops about
their subtopic. Along with their guest participants
they worked together and implemented the
programme previously prepareded by the host
school, thus the strategy wias be studied and
practiced on an international basis. T
his activity provided the most effective results, and
good practices which the host school has
observeded and learnet by guest students and
teachers and useded at every school afterwards.

36. MONDAY 15 TH MAY
ARRIVAL AT SCHOOL.

37. The Headmaster Welcomes You

39. Participating in school curriculum

43. 4nd meeting "Short-term exchanges
of groups of pupils"
14/10/2017 - 20/10/2017,Samsun Turkey
TOPIC OF EXCHANGE:
a. Project Based Learning
This strategy is implicit in various others described
here. PBL is a way to make learning meaningful
and real. Instead of “learning” material out of
textbooks, students work in teams to tackle real-
world problems. Often, students will collaborate
with peers across the world on global projects,
forge meaningful relationships and build virtual
communities of learners in the process. There are
many advantages to PBL as a way to promote
learning, including:
• it develops collaboration skills;
• it deals with real-world problems so students can
make important connections between what they
learn at school and its relevance to the world
outside school;

54. PBL PREZENTATIONS

57. FINAL TRANSNATIONAL MEETING
15/05/2018 - 18/05/2018,
Gymnasium "Vyturys", Kaunas, Lithuania
MEETING FOR PROJECT COORDINATORS.
From each school participated 2
representatives, inlcuding coordinating
person and one teacher.
THE AIM OF THE MEETING :
Observation of all project issue and writing
the final report, doing statistical analysis of
evaluation forms, organizing the tasks and
planning the work programmes for
sustainability of the results.