Students and teachers have worked together on innovative cross-curricular projects with pairs or teams of students in imaginative and diverse ways. During this project students have used materials or technology to produce new knowledge, innovative solutions to problems or an innovative product with real-world applications. In some best practice cases they then had to present this to an audience (peers and teachers) Main added values of students’ and teachers’ mobilities and activities are:
– A much better provision of skills for teachers after observing other teaching practices. – As many activities are student-centred, student-driven, they enhance problem-solving skills
– A better communication through the English language
– Socialization of participants
– It has significant contents for students; it is directly observable in their own environment
– Strong connections established among academic life, real life and basic skills.
– Awareness-raising of the local authorities with European citizen
-Individual mobility of students to other countries.
This activity is extremely important because:
*This activity will allow students to develop their understanding of the diversity of European cultures and languages and helps them acquire the skills necessary for their personal development in the future.
*The effective involvement of students in the project through individual exchanges, so as to contribute to the achievement of the project objectives in a more comprehensive and in-depth manner, due to the direct observation of the work of colleagues from other participating country.
*Students are going to check directly how our two countries work using «Problem based learning» and experience the different way to carry it out.
*Strengthening non-formal learning as a complement to formal learning, especially those learning aimed at developing social and interpersonal skills, self-knowledge and multiculturalism.
-Job shadowing will allow teachers know first-hand how the other school works, both at the administrative level, and at educational level, living the teaching experience at a different school directly.
All these activities have beeen based on the methodology of teaching by problems, since this is the basis of our project.
There are two different kinds of activities in this section that we consider essential to achieve the objectives of this project: Short-term joint staff training events and Short-term exchanges of groups of pupils. Each activity is aimed to reach different objectives with two different target groups; that is why they have to be justified separately.
Moreover, all mobility activities have beeen monitored before / during and after every mobility activity.
Before the mobility:
Before the project starts, information was given to all students about it, (a selection can be based on the motivation, on the ability to speak a foreign language; if not, special language support can be provided to ensure the success of their participation).
Generally, language and cultural preparation / logistics and technical preparation will be provided:
During the mobility:
Monitoring mobility and mentoring: During the entire duration of the mobility,the student can benefit from the support of his home institution, students were supported not only by accompanying staff from its organisation but also by staff from receiving partner organisation and they also got technical and methodological advice.
After the mobility:
The experience gained by the student during the mobility was taken into account in other subjects that cover the curriculum (foreign languages, maths, entrepreneurship, communication skills, etc.) and thanks to documents such as the Europass mobility certification.