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 TERMINÉ 
"If I wasn’t a high tech grandfather, I wouldn’t have a life. The internet is sometimes my only way to the real world.. I thank God for all these twhich have given me back my self-esteem. It’s fantastic! Even at the age of 83 I am still alive and still learning. I have an e-mail account, a facebook, I can use the internet and the skype. It’s so funny, being miles away and still being useful. I can ...
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 5

 TERMINÉ 

European Picture Book Collection II

Date du début: 1 déc. 2009,

The original European Picture Book Collection (EPBC) was created by European scholars and educators working in the field of children's literature and teacher education and purported to bring to children across Europe at least one picture book from each member state. EPBC was initiated in 1996 and is currently being used by teachers working with pupils in European primary schools (10 - 11 year olds ...
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 8

 TERMINÉ 

European Mobility Folktales

Date du début: 1 janv. 2011,

EUMOF focuses on the development of a collection of folktales, educational material and related pedagogical strategies that strengthen intercultural education and inclusion practices, promoting the mobility of people, stories, languages, ideas and good educational practices. EUMOF will compile versions of folktales that pertain to travelling to "foreign" lands and encountering "different" peoples ...
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 8

 TERMINÉ 
Studies show a lack in students’ motivation to learn mathematics and science. This has several negative impacts:• Many fields in the world of work rely on an understanding of mathematics and/or science• Many decision-making processes in society, politics, economy, ecology etc. require a basic understanding ofscience and mathematics principles• Students who are less motivated to learn mathematics a ...
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 7

 TERMINÉ 
This project born from the increased experience of the P1 in the use of the Reciprocal Maieutic Approach (RMA) and the statement that this is a strong educational methodology capable of improving the competencies, knowledge and attitudes in diverse areas such life-skills, social competencies, participation, social and human values. Since 10 years the coordinator uses this method with diverse targe ...
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 6

 TERMINÉ 
CAREM focuses on the development of educational activities, material and related pedagogical strategies of collaborative art-making that strengthen intercultural education and inclusion practices, reduce social and academic marginalisation and increase the participation of marginalised children in the curricula, cultures and societies of schools. CAREM will also compile activities of collaborative ...
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 5