(ITALY).

The project contributed to the development of a new learning model in which the student is active protagonist of the process of learning, in how much he builds the to know through the experience and the investigation.

These good practices have been developed:           

 KNOWLEDGE AND USE OF ICT

 The costant use of ICT for the entire duration of the project, has implemented the students’ ability to use the computer as an educational tool. It has given the teachers the opportunity to introduce multimedia in ordinary curricular activities, encouraging interdisciplinary work opportunities so that students have become more familiar to new technologies and at the same time it has allowed them to get access to new knowledges. Of course the teacher has been  also a "supervisor" to evaluate the reliability of the websites visited and to protect the students’ privacy and personal data from the web.

The students involved in the project have been mostly from the last classes, aged 9/10. They have:

2. developed computational thinking

3. got used to the most common functions of Microsoft office applications ( Paint ,Publiser, Word ,  Excel , Power point);

4. Surfed safely on Internet.

USING WEB.2 TOOLS AT CLASS

Web 2.0 tools are fun for many lessons and it has a very positive effect on students' technological literacy levels.

The student who constantly uses different web 2.0 tools stays more active.It pushes them to be technology literate, active an participatory individuals in their future lives. This prepares them for their future professional life. This enables students to develop their self-confidence.

COOPERATIVE LEARNING WITH ICT

 ICT has also promoted cooperative learning as an educational method in which students have worked together in small groups in order to achieve common goals, trying to improve their knowledge. 

This method is different from both competitive and individualistic learning and, it has been applied to many different subjects in the curriculum.

The students have enjoyed working together in common activities because they have been the protagonists of all the steps of their work, from programming to evaluation, the teacher has been a facilitator and a manager of the learning activities, while the computer has played a central role in the acquisition of knowledge and skills development. The methodology has been used with students ranged 8-10 years old (classes 3 ^, 4 ^ and 5 ^) for the development of the following skills.

The student has:

1. collaborated on a common project; 

2. Created relationship with the group and with the adult; 

3. used the knowledge learned to develop a product;

 4. used technical and digital devices

            ESCOLA SALVADOR ESPRIU 

                            SPAIN

Entrepreneurship

It’s a project we are doing in collaboration with the Town Hall in which students create a School Cooperative. The objectives of this project are:

-To promote School Cooperative as a democratic way of work to help our students be free citizens with an entrepreneur spirit.

-To inspire in the use of democratic work based in team effort and values such as solidarity, freedom, justice and equality. 

Process:

1-Creation of the cooperative with the advice of the Town Hall

2-Students create a logo and take care of the initial costs for  advertising, business work and web design. 

3-Students generate ideas for their business

Each student has a role in the cooperative  such as secretary, president, moderator ..etc 

4-Choose product: every year has been a different idea for example a Musical Play, a film and some products to sell.

5- Look for funding:every student puts 5 Euros as initial capital to buy materials.

6- Producing: play, objects…

7-Selling: tickets for the shows, school fair

8- Benefits: a part of the benefits are for a NGO and students decide what to do with the rest of the benefits, usually a school party.

It is a very interesting methodology to engage students in working with the whole class and find a role to enjoy working cooperatively. It also breaks with classwork and paperwork and makes classes more dynamic.

PROJECT WORK / LEARNING BOXES

In our school, we are trying to use text books less and less and empower students to work by competences. Students decide, research and present their projects to their classes. We use the scientific methodology of asking questions and make a hypothesis, analyze data and make conclusions.

Learning boxes are more like challenging ideas about a topic to make learning more enjoyable. This year 2021 we started using this methodology that includes self and peer evaluation. Inside the box you can find clues, questions and final product expected. Some boxes can be individual, others group work.

SCHOOL RADIO

For more than ten years now, the school produces a radio programme presented by students. They analyze school activities, and it is also a good way of disseminating projects and ideas. Every Wednesday, 6th grade students are on the air at 15:00 to explain school news 

                  BERNARDINUSCOLLEGE

                           NETHERLAND

BERNARDINUSCOLLEGE - NETHERLAND

Bernardinuscollge is a school that teaches from the Franciscan point of view. As a school, we existed for more than 100 years and take a prominent place in the history of the city of Heerlen Our school has an HAVO, Atheneum and Gymnasium. The students are from the region. Our students are from all social layers of society. We pay a lot of attention to individual development. We have a care team, mentors and specialists in dyslexia, anxiety, etc. to accompany the students. In addition to teaching, we also organize activities for the personal development of the pupils. Problems we are dealing with are mainly motivation. Most students want to leave the region after obtaining a diploma. The region is aging and there are few or no opportunities for further development for students. 

The school invites elementary school students to get acquainted with the secondary school We also visit primary schools to bring our school to the attention to students and parents. Contact between high school and primary school is important. The transition from a primary school to a secondary school must be successful. There is a student tracking system at primary school, called CITO. A student is followed emotionally and cognitively from the moment he / she is in primary school. This does not stop after the pupil of the primary school goes off. The details of the primary school (CITO) are passed on to the secondary school. Parents are involved in the development and where necessary, parents receive support to prevent school dropout. As a secondary school, we continue the guidance of the student with the information from the primary school. This approach can be inspiring for the partner schools. Looking at the challenges that the primary schools are facing can lead to new insights.Preventing a student from quitting is the responsibility of education in general.

The experience we have is

•to motivate students to finish school

• to bring the importance of education to the attention of parents and students by orginizing seminars about it.

• what role can a secondary school play in preventing early school leaving at primary school?

• guidance of pupils on social emotional devoplment

• the Dutch system from primary school to secondary school (testing, determination,passing on information, etc.

 • ‘knowledge days’ for primary school students

The primary school was built in the form of a honeycomb. The middle section is large and there are places where students can socialize between classes. The most striking part here is that there are areas where students with deficiencies in the lessons can have one-on-one lessons with their teachers and raise their level.

         SZKOLA PODZTAWOWA nr 12 

                      POLAND

Szkoła Podstawowa nr 12 im Bolesława Chrobrego w   Częstochowie is a modern school where teachers use a lot of teaching methods to encourage students to develop themselves. Here are some of them:

Projects, posters, presentations

During computer classes, students take part in e-learning projects and courses "Child in the Web" organized by the Nobody's Children Foundation. During the classes, we put emphasis mainly on practical tasks.

In early childhood education classes, we combine educational activities with educational games that make it easier to learn the material. Thanks to the electronic textbook, classes are much more interesting, varied with movies and animations. Nature, biology and chemistry lessons are sometimes conducted by students,  they can share their knowledge with others by preparing multimedia presentations, posters or lectures.

Drama

The drama method consists in identifying the pupils with the character they play, e.g. a traveler-explorer. It is a method of work that students like, because it is a form of prolonging play with peers.

In the drama technique, children, while playing, acquire new skills as if involuntarily. Conducting lessons with this method also causes enormous emotional involvement of students, and thus much faster and more durable learning.

Practical exercises

This method is dominated by the use of knowledge in solving practical tasks. Self-completion of a task or solving a problem gives the opportunity to test the acquired knowledge and skills in practical action.

This method requires students to use their knowledge in both typical and rare situations. As a result, they acquire the ability to formulate and solve problems as well as think independently. Practical classes are a form of active learning about the surrounding reality, also fulfilling educational functions. Learning skills through hands-on practice is one of the most effective ways to learn. During math classes, we build lumps and tangibly learn fractions (e.g. by cutting and dividing the dough).