"The same English, different minds"
Date du début: 1 sept. 2015,
Date de fin: 31 août 2017
The project arises from the need to prepare teachers and students, new teaching-learning methodologies and new patterns of work, society and the labor market demand. In education, European standards indicate that we must look really significant learning environments that develop skills and competencies that generate learning.
In the current context of education, we must prepare students to work in teams. In order to participate in an international group successfully, they need to know a foreign language, and learn to cooperate, this requires that perceived problems from the perspective of others. As Goleman provided "academic intelligence offers unprepared for the multitude of challenges, or opportunities they will face throughout their lives." Young people understand that the linguistic and cultural facts are ceasing to be a barrier to become new achievements and wealth.
For this, we have the following objectives:
-Adapt Methodology to the theory of multiple intelligences to ensure that student learning is effective, independent, global, aware of their own capabilities, process and tools needed to develop, competence and really significant strategies.
-To Promote the development of emotional intelligence that will help them meet their own emotions, those of others, regulate with assertiveness and empathy, valuing; and to achieve social skills that result in better relationships with peers.
Develop knowledge of English, both students and faculty, as the only way of cooperation.
-Discover And implement ICT tools for education and communication; and explore the national culture of the countries with the aim of increasing tolerance and raise awareness of cultural differences.
All this without forgetting the attention to diversity in our schools, that will make us enhance each student dominant intelligences without forgetting the work in which they have more difficulty. Thus attend both disabilities and giftedness in an inclusive manner.
To achieve these objectives has chosen to use a global education, participatory, cooperative and constructivist (Piaget); performing flexible groupings that provide a new way of working together; always through previous experience; Vygotsky as saying "Knowledge is not of the experience is not reamente a knowledge".
The activities shall at all jurisdictional currently trying to develop all intelligences and skills, both linear, transverse and vertical through annual projects.
Direct participants are 14 students in each country, eleven years old; indirectly will be equally involved both educational communities of the project: 225 students in Spain and 700 students in Poland.
The profile of Spanish students have sociocultural and economic environment and with a percentage level, though small, very socially disadvantaged. The Polish center lower socioeconomic level, which has been important in defining the idea of this project. Our Polish comrades social measures should be introduced in school to try to alleviate these shortcomings, the same way we do with this percentage of disadvantaged students we have.
We believe this project will especially help students integrate this and try to overcome these inequalities.
Regarding the impact we want to occur; in the school community expect a change in the PEC of each of the centers, and an incidence in thinking that our teachers have the time to focus on the teaching-learning process.
Over the long term benefits, we hope to take a first step to starting a gradual shift in the focus of education in our local communities.
We would like to promote education that relies on ICT tools and tailored to the individual strengths of students, education that emphasizes the practical and emotional skills and prepares students for international cooperation. We expect and hope that their participation in the project fosters their overall learning process and help them to become future tolerant citizens with a sense of group and entrepreneurs.
Along with our human capital have competence activities, Multiple Intelligences, inclusive education, teamwork, peer training, bilingualism, Emotional Intelligence, diversity, creativity, and portfolio section.
All this, without forgetting that, as H. Gardner says "Every human being has a unique combination of intelligence. This is the fundamental educational challenge ".
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