Date du début: 1 juin 2015,
Date de fin: 31 mai 2016
The European Gymnasium Bertha-von-Suttner is a grammar school with around 1260 pupils. The institution puts particular focus on the European dimension, it offers bilingual teaching (CLIL) and a large number of extracurricular activities which are interdisciplinary oriented. In 2009, our institution started to improve and enlarge the school profile and the range of activities offered in the bilingual section. The first steps were done in the field of geography and in the basic education in information technology. In 2014/15, the school started the first class with entirely bilingual teaching. The high relevance of the CLIL-Method for the European educational area was already emphasized by the Council of Europe in the Common European Framework of Reference of Languages (CEFR). Our school is therefore actively involved in a regional CLIL network, which is organized by the Humboldt University of Berlin. Through the cooperation with different schools and engagement in this network, our school has received a completely new access to bilingual teaching. Since 2013, we have been intensively working on changing our school profile to a more bilingual oriented one. This includes, for example, the extension of our bilingually taught subjects (we plan a collaboration with the PE-department). A stronger cross-curricular advancement of technology enhanced learning methods issues an indispensable challenge to us. Competences in foreign languages will also facilitate more efficient future European cooperations. For pupils the acquired language competences will form the basis for future mobility, in higher education as well as in the working environment.
With our mobility project, one teacher took part in a European training course where she got a deeper insight into the practical implementation of technology enhanced learning methods. The selected teacher is highly motivated and interested in employing new teaching methods in the classroom as well as a further development of our European partnerships.
The selected teacher took part in a fourteen-days training course and improved her competences in TEL methods and anticipated further methodological and didactic developments. During the course the teacher enhanced her competences in the implementation of technology enhanced learning methods, learned how to optimize the leaning process and how to make the teaching more innovative and creative. The course connected classroom practice with real life needs. The newly acquired knowledge and skills improve the quality of our cooperation and collaboration with our European partners.
A member of the extended executive school board was in charge of the project management. She selected the participant through a transparent procedure and gave support during the implementation of the project. At the end of the project the outcomes, their integration into teaching procedure and their dissemination were supervised and controlled.
In order to guarantee an effective promulgation of the outcomes the participant acted as disseminator. The learning outcomes were presented to participants of various departments and training courses for interested colleagues were provided. The school committees discussed and assessed the outcomes of the project and examined how they could enrich the bilingual teaching at our school. The Physical Education department will put this into practice. From summer 2016 onwards bilingual modules will be taught and integrated into the curriculum. Above that two new eTwinning projects with new European partners were initiated. These did not only require the implementation of new technology and technology enhanced learning methods but also included the subject Ethics. Thus, bilingual learning took place here as well. Furthermore, a task group will start working on a new media concept for our school at the beginning of the new school year. The learning outcomes of the participant and her colleagues will also be shared on the CLIL network of the Humboldt University and initiate a professional/didactic exchange of experience.
Altogether, the didactic and methodic stimuli for the bilingual teaching and technology enhanced learning at our school triggered by the training mobility benefitted our students, who were able to reach better learning results through motivation.
In order to achieve an even broader and more sustainable effect on our school, we plan to let more colleagues participate in training mobilities like or similar to this one.
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