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EPALE

Plataforma electrónica dedicada a la enseñanza para adultos en Europa

 
 

Recurso

Case Study - Teaching Assignment Activities with different topics for mobility

Idioma: EN

Enviado por Kalliopi Zaraka

 

Participant Teachers in our school 1o GEL KO-IPPOKRATEIO     made ''Teaching Assignment'' activities in Turkish school Atatürk Ortaokulu  about below topics.We  made these  mobilities for 5 days and 2 days travel. Totally 7 days.

 

1.Mobility-:15th October 2017 -  19th  October 2017  with 4 participants

Topic of 1.Mobility:TOPICS: Internalization,Quality Development,Culture,Cultural Heritage,Society,Media

Class : 7A, 7B , 7C , 7D, 7E, 7F students and Teachers from Partner school’’Atatürk Ortaokulu’’

 

2.Mobility-:12th February 2018 -  16th  February 2018  with 4 participants

TOPICS of 2.Mobility: Leadership,Crisis Management,Class Management,Time Management,European Citizenship,European Dimension

Class: 8A, 8B, 8C, 8D, 8E, 8F  Class students and Teachers from Partner school’’Atatürk Ortaokulu’’

 

3.Mobility-:14th May 2018 -  18th  May 2018 with 4 participants

TOPICS of 3.Mobility : Communication skills,Entrepreneurship,Labour Market&Economy,ICT in Class,Natural Sciences,

Class: 6A, 6B, 6C, 6D, 6E, 6F Class students and Teachers from Partner school’’Atatürk Ortaokulu’’

 

Overall the aims and objectives of this project was clearly develop a deeper understanding and appreciation of the individual partners of the European community. Activities are aimed at knowledge and understanding of European cultures, promoting foreign language skills, reinforcing the idea of the school as a place for constructive and creative learning and encouraging pupils to develop the necessary skills to become better European citizens. Also the problems of integration, collaboration and participation within the local, regional and national arenas was addressed.This  leaded to a decrease in intolerance, an increase in inclusion and the development of appropriate behaviors and responsibilities.

 

Through this project, our participants were able to see the new methods and techniques in education applied in the European Union countries and  applied them in their professional life. Under the project, participants were able to conducted Teaching Assignment Activities with different topics for each mobility. Thanks to all these Differentactivities for each mobilities, it is aimed to give positive changes in the attitudes, developments and awareness of the permanent behaviors that have occurred in the school, in children and in the teachers.

 

In addition, with this project, our participants was able to meet people from different nations, nations,cultures and religions, As a result, our participants had  the opportunity to broaden their perspective. The host institution's  cooperation was strengthened. It  ensured that the benefits are shared with the institutions / organizations at national and international level. Thanks to this project activities, the interest of our participants to foreign cultures  increased by providing interaction between cultures.

 

The added value  was given by the partnership itself, which is composed of schools located in different European Nations. Teachers and involved in the project had the opportunity to get in touch with different cultures, educational systems and policies in a constant learning exchange.Institutions and our participants gained an international dimension.

 

The participation of  teachers  in this project was part of the school's international activities, which are part of the curriculum in all participating organisations.The project combined active citizenship, research skills, problem solving,  English and ICT skills as well as more general learning abilities such as cooperating, presenting, discussing and communicating.

 

Participants  involved in the project gained experience in inclusion in an international project, gained experience abroad, and shared their knowledge and experienced with their colleagues during the Activities.. As a result, the preliminaries of our staff in charge of preparing and running EU projects for our institution was destroyed and increased the voluntary rate in the following periods. Our institution  moved to the EU platform and our reputation increased. In the widespread implementation period, our institution  announced that it is carrying out EU project and it increased the preference of our institution for future students.

 

As for the long term impact,The project envisions building on the personal and social development of participants, contributing on a

long-term basis to the 'establishment’ of ethical, rightful and respectful citizens.The long term benefits were the enhancement of different key skills and competences which helped teachers  to be better at teaching . Additionally, the outcomes were lasting resources for teachers. But above all, the expected long term impacts was that the participants had a greater knowledge, understanding and awareness of the project topics, that students and teachers are active citizens in a multicultural, united and peaceful Europe.

 

Plan,Outcomes and Different activities for all mobilities  contributed to the needs of our institution(1st Lyceum Of Kos) with the specific changes in attitudes, behavior, knowledge, skills, status, or level of functioning expected to result from project activities.We shared all these competences with Teachers and students during the project and at the end of project.

we developed our motivation and satisfaction in education by using modern methods and techniques to improve students' and teachers’potentials, student and teacher personality and thus became an institution enriched with with more dynamic, harmonious and international cooperation.When we look at the needs analysis of our institution(SWOT) in line with this goal, the following needs within the institution were achieved with this Project.

The fact that educational institutions, which are the main element in raising the human power in the quality and quantity required by the information age, can efficiently fulfill the duties expected from them are proportional to the quality education implementations not only national but also universal values with an understanding of productivity.Teaching materials and resources, teachers and other personnel in the institution are among the factors that increase quality in our school.We  became more quality school with the outcomes and results of this project.

Participating staff  became more interculturally aware through project activities from other country(Turkey). In long terms they  maintained and reinforced their position as the leading educational institution focusing on teaching English and using CLIL Methodology. They also seeked new opportunities to establish European school partnerships and exchange examples of good practice in the hope of finding inspiration to create new innovative teaching programme.

 

 

AFTER THE PROJECT ACTİVİTES,We had below competences and skills for European Development plan and achieved below goals. our institution (1 st Lyceum of Kos) reached the  goals in quality development and internationalization .

MANAGEMENT SKİLLS: we  developed our capacity to produce and execute projects on an international level.After The propject Activities,we   have sufficient knowledge and experience in strategic planning and execution.  PĞarticipant teachers and other teachers at school  can reach the competencies to be ready for innovation and development and sufficient level of motivation as well as understanding student psychology.

- can support school management to make the curriculum more European and international oriented.

- can establish personal and institutional interaction for the safe and sustainable development and sustainability of the school environment.

TEACHERS: We can develop the  knowledge,intercultural competences ,communication skills,key competences,basic skills ,social  skills,language skills,cultural competences

-can teach programs for teaching strategies, methods and techniques and measurement and evaluation in  education,

- can coach students in international activities and   make students and colleagues enthusiastic.

-can evaluate the learning and teaching strategies, methods and techniques appropriate  for the developmental characteristics of students and their individual differences.

STUDENTS: can develop several instruments to support the transparency and recognition of knowledge, skills, and competences to   make it easier to study and work in Europe.

-can Identify and analyze problems related to the  education, candevelop evidence and recommendations based on researches.

INTERNALIZATION:we can  make socialization of students by providing intercultural dialogue with this project and realize

 -can recognize socio-cultural structure in Europe.

-can  link the international projects to the curriculum    

-we are more international institution.We aimed to have partners from Europe and working  with them, learning new sources ,techniques,and informations from them.We became more open to the intellectual world and got new ideas.

-can develop – together with the board members - a vision and a institution policy plan on internationalisation.

LANGUAGE SKILLS: we  gave our students and teachers sympathy for learning foreign languages and to improve their foreign language learning.

- participant teachers  reached the desired  English level

EUROPEAN DIMENSION: We saw and expereinced new methods and techniques applied in EU countries,developped correct approach and communication methods.

- evaluated our international activities and  ensured the quality of the European dimension in the curriculum.

TEACHING AND LEARNING:

-we can develop high quality formats of projects  that are linked to the curriculum and that are repeatable.

-can create challenging, innovative and creative activities for students in project based learning.

-can use appropriate methods and tools to  teach effectively  in the international projects.

- learnt the technical know-how of relevant ICT-tools and to integrate the  ICT-tools in the international projects.

We served our school's needs, in accordance with the legislation and the directives of the Ministry of Education, in a productive way, taking into account the special geographical and demographic characteristics of our region.We traditionally held broad responsibilities: These included ensuring fair access to education and training opportunities, as well as other social goals such as reducing the inequalities that result from socio-economic disadvantage.

 

We have implemented all of our communications through e-mail and WhatsApp  until the day of application with project partner ,Atatürk Ortaokulu.. In this process, a very respectful communication process was carried out and the mails were checked daily and instant answers were written, plans and programs were made, and when necessary, changes were made before,during, or after the Project activities.

During the project, it is planned to communicate with partner Atatürk Ortaokulu via mail, telephone (WhatsApp) and videoconference method and with Skype before and after the mobility. Our host pğartner partner,Atatürk Ortaokulu, provided us a contact person during the Project time to make a perfect communication.

In addition, the project management team organized meetings monthly to give an overall assessment of project activities. If there was any problem related to the project activities, it was ensured that the problems were identified have been solved immediately to reach to goals of the prpject and activities.

The Project contact person and  coordinator(Poppy ZARAKA) was responsible for controlingthe activities,program and tasks so shel sent emails to remind all data and task to do to the participant teachers from 1st Lyceum of Kos and Partner school Atatürk Ortaokulu. In case of delays in completing the tasks, thecoordinator(Contact Person,Poppy ZARAKA) intervened with the Contact Person and the Director of Atatürk Ortaokulu.Thereforeproject has been implemented successfully by preventing problems before occurs.

The website and educational social media  provided a variety of tools that  made the Project activities more effective: materials  easily was uploaded and shared, on-line discussions or chats were  held regularly to revise and update information. In the same way, specific assignments were collected and exchanged.

-E-mail: The teachers  used e-mail as their main tool for communication. The communication via e-mail was continuous (at least once a week) and  ensured that all participant teachers got the same information.

Facebook: At the beginning of the project the teachers   established a Facebook group and host it throughout the whole project. It was useful for getting to know each other, exchanging ideas and discussing.We made communication and cooperation through facebook.

''Teaching Assignment'' activities was very important for cooperation and effective face-to-face communication between the partner school to share information and work on the project.

-Skype: Teachers  discussed the issues face to face by talking with Skype

 

Because Of The Good Communication and cooperation with Atatürk Ortaokulu,Project reached its goals.

 

  Partner school(Atatürk Ortaokulu) and Applicant school(1st Lyceum Of Kos) worked together and they  monitored their work program  and plan together. Cooperation was very important in this project  so each  organizations  put forward new ideas,programs and plans and made final decision together. Partner school(Atatürk Ortaokulu) and Applicant school(1st Lyceum Of Kos) were open to offer project plan or accepted project program.

Once our participants had been identified, our participants were in a process of preparation. In this process, it was the first stage to search the project topics( Culture,Cultural Heritage,Society,Media,Leadership,Crisis Management,Class Management,Time Management,European Citizenship,European Dimension,Communication skills,Entrepreneurship,Labour Market&Economy,ICT in Class,Natural Sciences)carried in Europe. Before mobilities to the partner school , our participants carried out  what kind of activities could be carried out in a multicultural environment, what kind of risks could rarise and what kind of measures could be taken in these situations, and necessary preliminary information. At the same time, our participants were assessed for their competence in English, which was the common language of project activities.

 

Our Participants  was  organized before going to mobilities to  partner school, and this activities were aimed at providing more detailed education needs for the school and obtaining benefits from the partner for these needs. Our participants were informed about their participation in the  activities, and was reminded about their responsibilities.

 

The project liaison and participants made efforts to meet the institution's needs. Project management team was established. The project coordination and management team investigated every situation related to travel and reached all the information to travel without any problems with the support of the other parties.Because Kos island is close to Turkey,Ferryboat was easier,safer and more convenient tranportation vehicle. We went to Antalya(partner city)  by ferryboat and bus.

 

 

 We made the Project activities during 5 days, and we travelled 1 day before and 1 day after the propject activities.so we completed mobilities in 7 days.   We got 7 days budget for all 3 mobilities .we are keeping Boarding cards and Ferryboat tickets in our Project file to prove that we made all these mobilities on correct dates.

1.Mobility-: 15th October 2017 -  19th  October 2017  with 4 participants

2.Mobility-: 12th February 2018 -  16th  February 2018  with 4 participants

3.Mobility-: 14th May 2018 -  18th  May 2018 with 4 participants

At this stage, the project management team meticulously worked on the insurance, which was very important for the participants. The aim is to achieve a high degree of efficiency from the activities of the project abroad. The most relevant insurance company was searched for any health problems that could be sustained.Before we make the mobilities,we made insurance for security and health.It could happen any unexpected incident and we saved our particİpants teachers in this way.

Staying in the same hotel on behalf of the union was recommended as a participant. The hotel had been selected from hotels with adequate comfort and services. We also made arrangements in the accommodation area to meet the religious and other special needs of our participants (vegetarian, allergies, etc.). Atatürk Ortaokulu which  homed to mobilities provided the accommodation facilities,safety and protection of participants. Atatürk Ortaokulu celected a hotel that is safe,near the school,easy to trasnport. Participant school(1st Lyceum Of Kos) dealt with social security documents and we,together with Host school Atatürk Ortaokulu, decided on the best working time of project.Hosting institution  met us at bus station and took us to the accommodaation places safely and comfortably.

 

Before mobilities; there were guidelenss from Atatürk Ortaokulu,1st Lyceum Of Kos and project key person to the participants about passport, visa, insurance etc. Participants were provided with instructions to provide information on logistics issues. This guide  told participants how to do the following:

   -Passport Application               -Visit reference                       -Travel insurance

   - logistic matters                      –Accommodation                  - communication with parents

We didn’t have preparotary visit. We had 3 different Mobilities,For each Mobility,we took 4 participants.  So we completed our Project with 3 Flows and 12 participants (Mobilities).

 

Hosting  institution provided logistic matters in a fast way.Hosting school  directed our school(1st Lyceum Of Kos)about the plans and activities about when and where to meet.Hosting school   also offered plan  according to their school environment,social life,economic life,sucess standarts of students .Hosting  school approved and applied this plan during the project period.As Applicant school,We also offered to host institution meaningful and rationalate activities and plans.There was always tolerance between Atatürk Ortaokulu and 1st Lyceum Of Kos.. We always worked together,thought together,decided together and acted together.

we  set up agreements  and learning activities after the project has been approved successfully by national agency.We  made for every participant one aggrement and this was the legal document.in fact,we had already signed and stamped the agreement document between partner school Atatürk Ortaokulu and applicant institution 1st Lyceum Of Kos and had attached it to the application form.We  declared on the agreement what are the responsibilities of   participant organization and host organization.

 

We Made Learning agreement with participant teachers and Atatürk Ortaokulu. according to the Erasmus+ rules(GfNA-II.7-C-Annex – Erasmus+ School Education Staff Mobility Agreement)  Each Participant teacher and Atatürk Ortaokulu signed and accepted the Project activities,responsibilities and duties.

Participating teachers wanted to return with good knowledge, strong observation, good interaction from project activities and within their determined needs. For this reason, we sent letters about the needs of the participant staff and our school(1st Lyceum Of Kos) to the partner school. In mutual talks, the partner school, which stated that this situation  responded in a clear way, stated that the plans would be  flexible in order to improve the quality of the activities. The plan, which was prepared in case of responding appropriately,  aimed to increase the quality and quality of mobility.

 

 

PROJECT MANAGEMENT team was formed and was responsible for a quality project management:

1. Design and implementation of methodologies that was applied - selection of participants, communication, reporting

2. Financial management and acquisitions

3. Risk management and control

4. Evaluation of activities and results

 

 

We believe we addressed quality and management issues with  a great respect and understanding.We  agreed about these issues.

Applicant school(1st Yyceum Of Kos)

- Devised the methodology to be applied in the selection of the members  according to their language and communication efficiency and voluntariness

- The topic, objectives, activities and results of the project was presented to the school community (students, teachers, administrative staff, parents) and other local authorities

- Created project team of teachers, administrative staff, and other stakeholders

- Held team meetings to discuss details and exchanged ideas and suggestions

- Distributed the tasks to team members

- Created the Erasmus+ corner at school

- Placed the digital monitors in largely visible areas of organizations

- Organized a meeting to inform participants  about culture, traditions, habits, lifestyle of the country which will home to the  activities.

 

Applicant School 1st Lyceum Of Kos created a project team that wasresponsible for monitoring the budget and time in  school. Reporting was done monthly. And intermediate reports were made once every four months to ensure that the budget is on track.

 

All expenses are planned in the project application and all the participants knew exactly what sums of money to spend on Activities and mobilities.

 

As we mentioned, monthly, a demand report was required  in order to see the expenses and realization of the project. All the expenses was confirmed by possession of the invoices of the travel and accommodation costs Also, the tasks and activities were planned before the project realization, so it was necessary to control expenses in order to fulfill the schedule of the project.

 

The time management was monitored by the participant school and host school, In order to achieve desire results of the project, all the tasks and activities  well planned and was realistic to all fulfill. Time margin was also set in order to meet the deadline and avoid delays. The calendar of each activity was analysed in order to set realistic deadlines for particular tasks and activities. That's why, all deadlines was democratically  discussed with  partner institution.

 

 Atatürk Ortaokulu was responsible for the preparation of the Procet activities environment, the issuance of participation certificates, the issuance of the EUROPASS certificate, the arrangement of cultural events, the transportation of the city, the participation of the participants in the first arrivals and all the services that the participants may need during the project activities.

 

 

This project is innovative and has an added value at EU level as When they take part in the different topic and activities they had an opportunity to experience life in other countries; this is an excellent way to prevent intolerance and prejudices.

 Being able to bring back home the acquired skills and competences from these mobilities, is the key added value, because such experiences gained outside traditional classrooms are valued most of all during projects like this.

We  had added  values such as :

- Improved teaching stretegies from different educational perspectives, observing and analyzing different school realities and exchanging good teaching practices in different contexts.

- Made learning processes provided in the project objectives and ensure tangible results that enhance inclusiveness and the values of solidarity, sustainability and enriching diversity.

- Closer ties of cooperation between educational communities of partner school and provided educational benefit (inclusive, creative and multidisciplinary) to local communities in partner city Antalya and Kos

 

Participants gained skills in  terms  of  teamwork,  inter cultural  learning, social  relations,  planning  and  undertaking  project  activities  and  using  information  and  communication technologies  (ICT).  Participating  in  mobilities more than once   with  different groups(class)  of  students  from  partner  school  from a different country  also   gave   participant  teachers  the  opportunity  to  practice  foreign  languages  and  increases  their motivation towards language learning. The Teaching Assignment activities were integrated  into  the  regular  activities  of  our  school  and  was  included  in  the curriculum of 1st Lyceum Of Kos.

Another Added Value is The Teaching Assignment activities and topics for each mobility(1.2. and 3.Mobilities) are stricltly functional to the objectives of the whole project which aims  to learn how to use new teaching methods inspired to technological innovation.

 

Teaching Assignment activities to different classes and size was added value for us. Because in Each Mobility,participant teachers made activities with different students who are Visual-Spatial Learners, Verbal-Linguistic Learners, Logical-Mathematical Learners, Musical-Rhythmic Learners, Intrapersonal Learners, Interpersonal Learners, Bodily-Kinesthetic Learners etc. And These learner8student) types gave different experiences for our participant teachers.

 

Another added value is For each Topic in all mobilities,Different methodologies and teaching Technigues are used.( Teacher-Centered Approach, Student-Centered Approach, High Tech Approach, Flipped Classrooms, Kinesthetic Learning, Inquiry-based method, Expeditionary Learning, Personalized Learning, Game-based Learning, Interactive classrooms method, Question and Answer, Discussion, Mental Modeling, Discovery Learning, Dialogue Oriented methods, Drill and Practice.

While doing  activities,  teachers  motivated themselves to make changes in their teaching methods to create more innovative materials and to develop a more democratic attitude towards the students with the impact of shared European values and this  lead the integration of our school into the European educational system. We strongly believed that the new methods that  guided our students throughout the project was of great help for learners to estimate the importance of caring for themselves and our improved way of life in modern hectic society.

At the same time our teachers had the opportunity to intensively meet potential project partners and plan with them school exchanges and e- twinning projects.And Our school applied 3 different KA229 Poject from Greek national agency and became partner in two KA229 projects.This is also added value for participant teachers and for our school.

 

The project implementation is planned in 3 different mobilities with different subjects and level each one. The measurement and evaluation was done after each mobilty by the supervisory board.

Feedbacks of students and teachers from host school( Atatürk Ortaokulu) and Applicant school(1st Lyceum Of Kos) was used to monitor and evaluate the quality of the activities - the quality of materials, the attainment of objectives established for each mobility.

 

  Applicant school and partnerschool will work together and they will monitor their work program  and plan together. Cooperation is very important in this project  so each partner  organizations school will put forward new ideas,programs and plans and make final decision all together. Any school will  be open to offer project plan or accept project program.

 

Within the project team, a monitoring board was formed from the contact person and administrative staff . Their purpose was to check the completion of the activities within the quality standards formulated at the beginning of the project and within the deadline. These board members have language skills, topic expertise and/or project experience. This board was responsible to monitor the project from the beginning to the end of the project but also they  assessed the progress of the project after each mobility. Such evaluations was part of the reports that were sent to the coordinating institution regularly.

Participant Teachers  applied student questionnaires at the beginning and at the end of the project to see how the project affects students' behaviors and changes their perspective.

 Host school(Atatürk Ortaokulu) and Applicant school81st Lyceum Of Kos)  discussed the results of the activities regularly via emails, phones and face to face during ‘’Teaching Assignment Activities’’ so the results of activities was monitored and evaluated continuously.

At our school there was monthly meetings for the headmaster and teachers involved in the project to evaluate the activities and to analyse the data gathered, to monitor the development of the project, of its weak points and needs. The Project coordinator  monitored and controlled the quality of the activities and results every 3 month.The coordinator(Poppz ZARAKA) reminded all participants  activities to do.  The form of report was prepared  during the first,second and third Mobilities.. After each ‘’Teaching Assignment Activity’’ of the Project, thecoordinator prepared one report ( of all project activities)

Satisfaction questionnaires was developed and shared to be used with pupils, parents, teachers  after each mobility, to assess the feedback from all the participants and detect useful elements for the continuation of the activities and results. The level and quality of the feedback of the project  activities from the receivers, monitored through questionnaires, which was tabulated by the participant teachers and submitted to the attention of the headmasters and Teachers of 1.st lyceum of Kos.

 

Surveys was conducted by students and teachers at the beginning and at the end of the project to measure the desired objectives of the Project.

 

İt is important to know the culture,belief,manners of host institution.(Atatürk Ortaokulu) We  made researches and got training about the inter- cultural manners of partner school.There are parents in our school who speaks Turkish,Who are Muslim,Who know Turkish culture very well.We got help from them about Turkish life style,Education system,Governmantal system,culture to have better cooperation during the Mobilities.

The project promoted tolerance, understanding and acceptance, so  the risk  weakened gradually, along with the progress of activities.So there was no conflict between 1st Lyceum of Kos and and Atatürk Ortaokulu.

Participants also learnt the mother language of the home institution to make a better communication with society apart from teachers. It is important to  contact with local people in this Project.We got turkish lessons from the parents in our school in kos who speaks Turkish.Because We have Turkish speaking students and parents in our school.

 

 

  We  gave cultural and traditional gifts while we visited Atatürk ortaokulu  and we  had chance to know each other in better way  culturally. We  organized meeting at school before we make mobilities and shared our knowledge about partner country(Turkey) culture,history,Geography,Manners,custom etc.  We researched task-related  informations about project.Project Corrdinator Kalliopi Zaraka informed us earlier fort he tasks.

 

The coordinator was responsible for controling the filling of the program and activities so she reminded  all data and task to do. When delays in Project activities, the coordinator  intervened through contact with participant teachers. The function of  coordinator was monitoring of the work in every phase of its development to verify that the activities comply with the aims of the Project.

 

 

 Unexpected problems that might affect the development of activities. Host school (Atatürk Ortaokulu)  reported to coordinator(Poppy) and we prepared the working programmes with our participant teachers  and we asked Atatürk Ortaokulu school management and and their teachers to prepare a work programme during the mobilities..They prepared the programme according to their school plan and we,1st Lyceum of Kos participants prepared programme according our Project activities.so that the mobility programmes could be re-adjusted.    And Finally We prepared one programme together with host school. İn this way we wanted to prevent possible risks that could opccur during the mobilities.Because Atatürk ortaokulu also agreed the activities so There was no problem at all in this way.

 Participant teachers for Mobilities informed their tasks before the activities and mobilities that They would prepare  tests, surveys to evaluate  Project activities in the end of each Mobility. In this way,we wanted our participants to know their responsibilities so we prevented any conflict that could ocur.

After the Project activities And mobilities,A good atmosphere was created with  positive synergy in the school environment and impact every member of school.The success of students towards foreign languages increased.

 

 

 

School Management asked Participant teachers  to sign’’ Erasmus+ MOBILITY AGREEMENT FOR SCHOOL STAFF and QUALITY COMMITMENT for school education’’  with school management and Project management. We declared in this agreement the tasks,activities ,responsibilities of participants. This was  very useful document because teachers knew their duties and worked and made activities in a hardworking way.

 

The participating participated in cultural, linguistic and ethic preparation before each Mobilities, so that we  avoided conflicting states caused by lack of knowledge regarding local/cultural/national rules to comply with.

 

To avoid  conflicts we took the following measures:

- frequent communication between teachers of the partner institution and within  institutions with mutual understanding and in a respectful way

- expectations were clearly defined

- deadlines were adhered

- important information were distributed to  Atatürk Ortaokulu and Participant teachers from our school

- Course programmes for all Mobilities prepared together with Atatürk Ortaokulu

- Online meetings were held with Atatürk Ortaokulu and participant teachers

- we rose the awareness of the different living standards, values and traditions of the partner country

- before each Mobilities the participants was educated about attitudes, cultural differences and approaches as well as respectful behavior

 

The project  had differing impacts on the participants, participating organizations, target groups and relevant stakeholders. We  detailed the expected impacts of the project as seen below.

The most  impact is for the target group to increase their motivation for Project and activities topics, as these topics were very often reduced in comparison to the teaching of languages. The real use of language in another subject (CLIL) is the other  impact. Our project of this scale required full participation of all school staff because of the diverse topics included in the project. It  supported school team work, as it is well-known that teachers were very often individualists and that sharing of content is not always their first priority. The sharing of experience and materials is another impact for the future. The questionnaire at the start of project was repeated and we made statistic verification in better way.

 

The participation in this project gained our school and Host school valuable experience in a European context. All the Mobilities and activities are meant to provide participant teachers with the needed environment in which they  observed their peers from other countries at work, they  exchanged ideas, information and opinions. It is also important to mention that such activities  enabled better intercultural understanding, as each country(Turkey-Greece)  presented their customs, traditions and manners. Spending one week in a multicultural environment was the best way in which people coming from different backgrounds  developped mutual relationships of respect and tolerance. All these developed values  brought into the schools and shared with the students and staff .

ON SCHOOLS

Schools participation in this project  promoted social inclusion and Schools  gained a positive coverage of the project’s activities in the local media, improvement of inter-ethnic relations at the school level and devlopment of organizational skills. An extended use of the facilities offered by our school: ICT, library, laboratories;An exchange of ideas  helped  our school and host  school change  educational system to make it more consistent with the ones of the European community. Schools developped their European Development Plan. They succeeded their strategic plan in European Dimension. Atatürk Ortaokulu and a1st Lyceum of Kos made new projects KA1 and  KA2 Erasmus+ projects.

 

                1st Lyceum Of Kos prepared below Erasmus+ Projects in 2018 applicatiın time:

COMBATTING AGAINIST DISCRIMINATION AND BULLYING (KA229)

Trail of extinct and active volcanoes, earthquakes in Europe (KA229)

Science, Technology, Engineering, Math (STEM) in European schools(KA229) This Project is already approved in 2018 and we got the budget with the countries Romania-Turkey-Bulgaria and Greece)

Cultural Heritage and values education in European Schools(KA229)

 

Atatürk Ortaokulu Prepared below Project:

MYCITY,MYHOME,MYRESPONSIBILITY (KA2)

 

 

ON TEACHERS and PARTICIPANT TEACHERS

 They  deepened their knowledge on the Project topics.. Theyl also improved their knowledge of English plus Turkish and other languages.  They  learnt words, expression, culture and traditions of  Antalya,Turkey. The use of new teaching methods and pedagogical approaches inspired by the partner school;Participants developped managerial (time and financial management) and negotiating abilities; - The improvement of grammar and vocabulary of foreign languages increased; -Teachers came in contact with different social models of organization. Mainly, however, with different educational system, which they  studied and compared with their own. They  diffused and propagated the experiences and their conclusions, in the remainder of educational personnel in their schools and more widely in their local communities;The improvement of skills on ICT improved; - Participants Increased opportunities for professional development; - Participants Increased motivation and satisfaction in their daily work. Participants developped themselves in European Projects and cooperated with teachers for new projects.

 

 

ON STUDENTS

As the students not directly involved in mobilities but very activein  the planning, implementing and evaluating the project, they  gained organizational, cooperative  and social skills. The local project activities raised student's self esteem for a child or young was shown trust in their capability of solving problems and keeping their resolutions. Students increased Development of team work and decision making as a result of the activities carried on in the schools and outside; awareness  of students' speaking skills in foreign languages during the local activities.Atatürk Ortaokulu and 1st Lyceum of Teachers introduced students and students sent email to each other and they became friends on social media and they improved writing skills when the students kept in touch through e-mail and chat; The students  learnt about different cultures and life styles, develop skills in public presentation in local activities, which they can share and use in their future careers/finding a job.  Students improved their  sense of initiative and entrepreneurship; Increased level of digital competence; Being open to new possibilities offered by  program Erasmus + in higher education.

 

 

ON LOCAL COMMUNITY

Parents were not only become aware of the Project activities but participated actively, The project  promoted discussion between parents and students, furthermore, parents cooperated with school management and teachers more effectively,Therefore,the success of students increased.

 

Both Turkish and Greek Local communities  changed their perspective on other ethnic groups and  avoided or at least became aware of the tendency to stereotyping thought. Inter-ethnic communication  therefore improved in the medium and long run. Our Project and activities developped collaborative European perspective,  active collaboration with the teachers in local community.

 

REGIONAL IMPACT:

-  increased tolerance, acceptance and respect for cultural diversity and to develop a sense for European citizenship.

- knew the advantages of taking part in an Erasmus+ programme and what advantages it brought along.

- Collabaration between the schools and Provincial Directorate for National Education.

 

EUROPEAN AND INTERNATIONAL LEVEL :

- carried out this project internationally also helped to realize the importance of learning foreign languages not only among the students but also the teachers, parents and local community.

- The project made the idea of European identity and unity.

- -developed a cross-cultural understanding for not only the partner country but also for the whole Europe.

- strengthed  of a European dimension to teaching and learning  and establish partnerships/cooperation with the teachers  from other countries.

 

The ‘’We are Appointed to EU schools’’  project  allocated a wide range of activities which brought about various fruitful results. There was material or non material  products and material and non material results which was useful for our school and for the education both during the project  and beyond the project life time.

Informative materials was produced such as Brochures, Newsletters, Videos, Leaflets, Folders, Guidelines, Posters, Sayings, Christmas-Easter , Bayram/Eid cards, Documents, Research of results, Chats and  Project Corners, CD-, Facebook groups and Project blog/ Forum.

 

Producing a language guide  empowered our teachers and  students and close their knowledge gaps, to equip them with the skills and various cultural experiences, which in turn  enhanced their learning experiences and ensured success in later life.

seminasr was organised during  teaching Assignment Activity mobility to disseminate the results of the questionnaires and statistical data and this enabled teachers and studentsto overcome cultural and historical barriers which prevents them from accessing teaching and learning.

 

Creating a Project link in school website and Project Blog  certainly helped to develop  skills in this field which are essential in a multicultural modern society and improved communication channels between Atatürk Ortaokulu and 1st Lyceum Of Kos.

 

A Project logo  was designed and used on all products creating a visual sense of cohesion between the partner Turkish school. As a result, this encouraged the involvement of several teams in schools to work collaboratively to promote the aims of the project and ensured that it impacted positively on students, teachers and the community alike.Participant teachers and  Students  learnt about the project and  use their artistic and digital skills for its achievement while creating the Project logo.

 

‘’Teaching Assignment Activities’’  certainly contributed to the aims of the Erasmus Plus aims to encourage innovation in the field of education. Participant Teachers  improved their methodological skills of teaching inter-cultural communication. Atatürk Ortaokulu colleagues  evaluated and shared ideas on how to improve their approach on inter-cultural learning while discussing specific obstacles or success the encounter in managing inter-cultural learning classes.

Europass Certificates and participation certificates to the mobilities was prepared and given to all participants at the end of mobilities.

 

Project Questionerie and  multilateral questionnaire  in both cultural and project topics was applied before the Project and at the end of the Project.

 

Exhibitions were held at 1st Lyceum Of Kos and Partner Atatürk Ortaokulu showing the activities which are acrried.We invited Local Authorities and people to make awareness on Project topics.

 

Participant staff Provided pedagogical guidance for project activities; Organized project activities ; Communicated with the Host school teachers and 1st lyceum teachers who didbt take part in mobilities; Learnt about different teaching methods; Learnt about host school(Atatürk Ortaokulu) culture, lifestyle, local features; had skills of  evaluation of project results.

 

All beneficiary and the community  had a more open-minded approach and attitude towards all members of the European community, and beyond.  The Results of the Project are  far reaching, from children to parents, to the wider community and other schools. Involvement in this project  had a lasting impact and result on planning and policy in both school, reflected a commitment to sustained European and global awareness beyond the lifespan of the project.

 

Because Our main goal is for students to have Erasmus+ Project experiences,we also prepared KA2 project  named  ’’Science, Technology, Engineering, Math (STEM) in European schools’’ numbered 2018-1- RO01- KA229-049142.   This is one of the concrete result of our Project.We visited a school which is very experienced in Erasmus + Project(Duraliler Ortaokulu )and we Met new Teachers in this school  and We decided to cooeparte wıth them.and as a result of this coopeartion,we are now partner in KA229 project.So this is one of the most important concrete result of our Project.

 

We also made products such as Keyrings,Magnets,pen,Notebook,t-shirt,hat with Project Logo on them as dissemnination activity.With these products,we made awareness about our Project and we shared these products with local authorities,neighboorhood schools,students and teachers.

The project had a strong impact at local, regional and national level thanks to the arrangement of public meetings and articles published in the local and  provincial press.  This   made it possible to spread the goals of the project to make as many people as possible awareness.

 

In order to ensure a continuous dissemination throughout the project, 1st Lyceum Of Kos Some of the  teachers and students were assigned this task. After the acceptance of the project, we immediately started dissemination, by all means including press releases, circulars,social media groups(facebook),Project logo,dissemination educational products with Project logo on them etc.

In Atatürk Ortaokulu and 1st Lyceum Of Kos there was permanent information desks/displays, and on line newsletters to inform about the project, the activities, the  products, the work groups or the project mobilities.

Erasmus+ corner in Atatürk and 1st Lyceum of Kos school - displayed with photos, posters and information about activities, builded up continuously during the whole project.

Informative meetings at local schoolsin Kos and Antalya.Participant teachers showed the presentations showing mobilities and activities.

Informative meetings for parents.Participants teachers made presentations for project activities.

Meeting with local authorities.When We made mobilities in Antalya,we met with Local Authoritites.After the mobilities,we met with local Authorities and informed them about the activities and mobilities.

Schools(Atatürk and 1st Lyceum of Kos)  kept in touch and shared any new ideas during the project and after the end of the project. All activities produced during the project was available for everybody to use.

Project logo was designed and used on all products creating a visual sense of cohesion between the partner schools.

PROJECT Leaflets, brochures and articles were used to dessiminate project activities and  served as a means of publicity for the project.

 

 

There were articles in local newspapers, both on the occasion of project , but also about activities. Local radio and TV was invited to visit the school and the International Forum to spread information about the project.  The project results were uploaded on the project blog daily visited by students/teachers/staff and  a wide range of different actors. Local education authorities and/or school governors  received schedules on the occasion of project activities, was informed about the project.  Project website(blog) link is:     https://1ogelko-erasmusplus.blogspot.com/

 

-We  presented the project ideas and results in the Town Hall or other public buildings.

-A  blog and facebook page was established and put photos,activities and informations about Project. Facebook Project link is: https://www.facebook.com/search/top/?q=we%20are%20appointed%20to%20eu%20...

 

 

We  disseminated the results of the project to the groups below;

Local target groups:

In the school;Students,teachers,Parents,MSchoon Management.

Out the school; Neighboorhood schoolscommunity, NGOs, other stakeholders were also disseminated  so wider area the results affect.

 

 

 

At regional/national Target groups:

- to the wider school community (an estimate of 5-6000 people) - in regional/national newspapers, websites, interventions in meetings of teachers' associations, school counsellor associations - so that they benefited from the results and became aware of the Erasmus+ funding opportunity for educational projects.

- to school inspectorates/directorates/other public bodies in charge with education programmes

 

-Newspaper readers,Television audience, Other beneficiaries of EU projects

-EU and İnternatiobnal target groups

 - ECAS Erasmus+ Project Results Platform :  http://ec.europa.eu/programmes/erasmus-plus/projects/#search/keyword=201...

E-TWINNING : We created events and put pictures our activities.by clicking thislink,you can see our Works on e twining :https://live.etwinning.net/profile?v=events

 

 

By using these platforms,we think that we ghave inspiration to the schools in all Europe,We wanted our Project visibility more,to find us as partner for future projects as experienced school.We Planned to provide an example of good practices and encourage other schools in Europe to participate in Erasmus+ projects.We wanted contribute to the development of a new intercultural and multicultural thinking, which will strengthen the project stakeholders’ European affiliation.The project objectives and outcomes had multinational relevance and was applicable in all the member states of the EU with having an educational, public and political scope. We hoped that once the results are released on disseminatiın platforms, more countries can read what has been published and start a process of elaboration of the issue .

 

 

The dissemination activities were done in the following through:

1. organizations: Applicant(1st Lyceum Of Kos) and Host School(Atatürk Ortaokulu)

-Erasmus space presentation panel

-articles in schools’magazines

-Local radio

-posters,pliable&flyers

-meetings with students,teachers,parents

2.local community:

-meetings at City Hall

-Career Days

-Open School Days

-posters,pliable& flyers

-Social Media

-Digital&Social Media portfolios accomplished

-local media articles&interviews all throughout project;Social Media’s importance in young’s lives being so prevalent in both partner countries(Turkey-Greece),the information brought by this project had a powerful impact on local community&wider lifelong learning community,being received with interest.

Because we know that dissemination activities are very important,We designed below channels to reach the target groups through a variety of channels.

 

1.face-to-face communication:

- with teachers inside the schools and outside the schools - Teachers' meetings

- with students and their parents - parents and students meeting during Open Days

- with participation in events carried out nationally held annually.

- with local authorities, NGOs, other local partners

-  Through creation open educational platform in Partner school(Atatürk Ortaokulu) language(Turkish and Greek Language) to all teachers to dissemination their work, lesson plan, presentation (distribution to Department of Education, Universities, local schools, parents, partner schools);

 

2. visual channel

-  newspapers,  websites, Erasmus+ networks,e-twinning,Project website/blog

- booklet/ brochure

- logo, posters, Erasmus+ corners,open event days at school

- photo albums uploaded on the project website

-Through information in local newspapers, school newspaper, television and on the radio.

-Through exhibitions of photos at school where local people were invited

-Through leaflets about project given during meetings for parents,

- LOGO, production of pens, stickers, tshirt,hat,notebook with title and logo of the Project.(Dissemination products) (https://live.etwinning.net/profile?v=events )

-Through the Internet and via e-mails we  disseminated our results, experience and end products;

 

3. audio-visual channel

- interviews,

- news announcements

- PPT presentations  ( https://live.etwinning.net/profile?v=events )

-During Open House Days; Educational Exhibitions;  Event at Town's Square to present posters with results, web site and all products.( https://1ogelko-erasmusplus.blogspot.com/  )

-Through a school web site and common web page of the project,  facebook page of the project with the photos (https://www.facebook.com/search/top/?q=we%20are%20appointed%20to%20eu%20...; )

-E-twinning through all teachers in Europe  (https://live.etwinning.net/profile?v=events )

 

Once the students (not direct participants to the mobilities but active in local activities) and teachers(participated to the mobilities directly) have the experience of such a project, they became more eager to participate in projects in the future. They  became active European citizens, sharing this experience of good cooperation with their environment and this having a multiplier effect on the community.

 

Teachers have two side position in the project as beneficiars and instructurer. The teachers who participate in the mobility activities  had responsibilities and  duties, the ones who have not participate directly in the mobility activities was impacted with the transfer of good practices,strategies and technigues by participant teachers.

 

 

Families were always in the project as beneficiaries and dissemination actors.

Managerial staff was a part of dissemination activities. Managerial staff Provided managerial and technical support; Learnnt about different management methods; had skills of Evaluation of project results.

Teachers involved into the project played an important role in dissemination as well. They worked together with t partner school8Atatürk Ortaokulu) and gathered all the materials created during the Project and activities, organised them and stored in the school libraries or other places available for the students and other teachers at school.

 

 

 The project website,blog,facebook group,Erasmus+ dissemination platform,e-twinning  will be accessible to all people (students, teachers, parents, other schools in Europe ) and already spread the scale of the Project and will spread information and learning&teaching materials. All project productions will be in the quality to be used by other schools and teachers for teaching-learning goals.  All students and Teachers in partner school and 1st Lyceum of Kos will disseminate the project to other students and teachers in their network.

Schools in neighbourhood; seminars were given to them as they were in our disseminating group. By this seminars they saw  how good to participate in European Projects so this  let them to involve in the EU projects.Participant teachers prepared presentations and shared it with neighboorhood teachers.We invited  neighboorhood teachers to our school and they saw the activities we have done.   We helped neighboorhood school teachers to find European partners for their future EU projects.

 

NGOs and Local Community: We  cooperated with the NGOs, local formal and informal institutions, PTA, the schools in neighborhood for disseminating the effects and results of the project.

 

 

 

 

 

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