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Date du début: 1 juin 2015,
Date de fin: 31 mai 2016
The realization of this project was considered essential by our school in order to boost the educational process and available development and improvement of students, teachers and the wider school community towards the expansion of school activities and attractiveness of the school environment.
1. The International Training Course for Teachers and museum educators, "Science Museum And School: a collaboration to improve teaching, learning and discovery." The training program was the outcome of the EU-funded Project SMEC (European School-Museum Cooperation) and SETAC (of Science Education is a tool for active citizenship). Open since 2004, and up to date it has trained about 250 teachers and museum educators from 29 countries of the European Union and beyond.
The Seminar aimed to promote cooperation between teachers and Museum Educators as facilitators of learning and active engagement in science. It supported the use of museums as educational materials for teaching and learning in science and as tools of scientific citizenship.
2. The International Course on “Coaching in Educational Contexts to Reduce Early School Leaving”. The course introduced participants to Energy Psychology Techniques (EPT) together with Emotional Freedom Techniques (EFT) with a strong emphasis placed on using these tools whithin the education environment. Cervantes courses are owned and run by teachers who believe that a pleasant and supportive atmosphere is fundamental to successful education. In-service training is designed for teachers who want to add the European dimension to their careers.
Its aims were: reducing levels of stress and developing capability to manage emotions, create strategies to tackle and eradicate violent or aggressive behaviours, understanding the causes of physical and mental health issues in the teaching profession, improving interpersonal relationships within the environment of education, identifying restrictive and negative beliefs and converting them to positive and supportive, analysis of intimidation, aggression and violence, physical and verbal, overcoming anxiety within the classroom, learning a variety of tools and resources to be applied in order to create a good a atmosphere, reducing early school leaving.
The four teachers who participated in the mobility activities have consistently shown an interest in self-improvement through the European collaborative programs, have been trained in ICT and innovative and creative teaching methods that they use in teaching practice, were capable and knowledgeable users of foreign languages, experienced in teaching their subjects, willing to develop and offer productive input to the educational community as well.
Our school will develop activities that will surround the primary educational work with alternative student-teacher interaction aimed at a dynamic creation of knowledge by the students and the use of individual talents and skills. Our school institution has developed activities that accompanied the primary educational work with alternative forms of teacher – student interaction, which aimed to dynamic creation of knowledge by the students and the use of individual talents and skills, including organized visits to museums and other places of cultural interest of our region as well as in Athens, based on experience of the seminar in Italy.
Experiential exercises-scenarios were also organized (individually and collectively) in real stressful learning objects and circumstances, by teachers to students and teachers to teachers, in order to recognize and address the difficult problems of integration in an operational and efficient learning process, through the Technical Energy Psychology (EPT) and the Technical Emotional Freedom (EFT).
Furthermore, discussions took place among teachers in school, students and parents, followed by feedback and reflection with the distribution of questionnaires and worksheets to students and teachers in order to assess the degree of achievement of objectives and results of the new procedures.
Finally, there was apparent renewed interest, increased willingness in participating and enhanced awareness and conquest of cognitive objectives by the students and also the teaching and pedagogical reactivation of teachers due to the use of new methods.
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