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LINKS TO REACH THE WEB SITES OF THE PARTICIPATING SCHOOLS
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Title Put STEAM Fostered Skills in the Hands of New
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Germencik Yedieylul Ilkokulu AYDIN/ TURKEYThe school is a primary, public and non-profit school. It includes pupils aged between 4 to 9. There're
21 classrooms, 70 pupils of preschool education, 350 (176 girls,174 boys) primary pupils, 1 manager, 1 manager assistant, 2 preschool education teachers, 1 English teacher, 1 psychological consultant, 18 primary school teachers (class teachers) and 2 helpers in the school. Education lasts from 08.40 a.m. to 02.30 p.m. Lunch break time is between 12.30 p.m. and 01.30 p.m. After classes end, pupils take part in training courses such as folk dance, scouting, chess course, etc. All classes have projection equipment and smart boards which are supported by Fatih project of Turkey. The school has some disadvantaged pupils. It has taken part in the Comenius project applied during 2013-2015 ''Little Scientists''. Now, it's implementing ‘’quality is our duty’’, ''I'm socializing with my school'', ''hour of code'', ''reading time'', ''dyned'', ''tema'', ''eba'', ''family visit'', ''nutrition-friendly school''. European school gateway, scientix.com, etwinning are mostly and effectively used platforms by our teachers. The vision of the school is to be a leader and sample in education and training. STEAM is currently favourite education model of 21th century. Web 2.0 tools are also the most innovative methods in education of new era. Our school has been using coding tools as web 2.0 tools in our school to enable our students to have creative thinking, problem solving, computer science. The teachers evaluated the coding impact on students and had a common idea that the students were bored normally in math lessons, in contrary, Although they had to think mathematically, calculate and count, they got never bored while coding. We saw the change and happiness in children so coding activities motivated our school to prepare this project. Our objectives are motivating all teachers to preapare projects especially European projects in order to create European awareness and share best practices, experiences and informations, using the latest educational tools and technology in parallel to our evolving world, having ICT based lessons, ensuring that managers and teachers at our school improve themselves to respond to needs of 21th century children, enable students gain 21th century skills and STEAM skills. The experience in coding, online STEM conference, the course we took on web 2.0 tools (We''ll use ''cram, QR Code, Padlet, Powtoon, Emaze, Voki'' etc). |
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The institute is made up of 2 Infant buildings, 5 primary buildings and 2 junior high school buildings.
The ages of the pupils are from three to fourteen. There are 700 students( 400 boys and 300 girls), 80 teachers, school staff 14 and one headmaster. Teachers involved in the project 15, students 100. The biggest motivation is that the students have the opportunity of intercultural communication with their peers from Europe, to overcome stereotypes and learn about other Countries during visits. The school has taken part comenius projects in three times. In the school, there are many creative teachers, open to new ideas and dialogue with the teachers from other European Schools.The teachers want all of them to get involved into the project so that they can grow up as a unique educational body, sharing experiences in the Educational field. They hope this project will affect their pupils’ perspectives in terms of different educational system, culture, tourism development, taking responsibility for their own learning. Their motivation to join in this project is to develop logical skills by creating simple algorithms, promote creative attitudes by creating digital interactive content first with the Scratch software and later with Lego Mindstorms Education EV3 software, encourage the learning of a method for reasoning and experiencing the world, learn by trial and strategy with the freedom to make mistakes, use different techniques to solve problematic situations gradually more and more complex, promote communication, cooperation and teamwork skills. The expertise of the school to contribute to this project includes an experiential approach through which they approach the world of programming and robotics as a science of synthesis, with activities that use the game to learn from experimentation (learning by-doing), learn while having fun (learning by playing) and learn by creating (learning by-creating), coding, lego robotics. |
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CEIP Blas Infante is a school of infant and primary education located in the north of the city of Málaga, in the district of Ciudad Jardín. Málaga is a city of 570,000 inhabitants, located south of Spain, in the region of Andalusia. The city and its surroundings is a major tourist area, with tourism and services as the main economic activities in the area. In the context of the current crisis,theunemployment rate is above 30%, this being the main social problem that directly affects our educational community. It is a public school consisting of three buildings, with 720 students, aged between 3 and 12 years old. There are between three and four classrooms for each age group. To serve them, there are 40 teachers of various specialties. The center also offers various complementary services among which are the dining room, used daily by about 350 students, The social context of school is quite disadvantaged. Most students come from social classes, economically and culturally deprived. We have some immigrants, especially from South America,Eastern Europeans and North Africans. The school has also got a large number of students with special educational needs.The projects the school
is carrying out are peace area, computer center, kölnetme project, sports schools, british flag 2Chilling Plan, equality plan between men and women, self-protection and PRL, make plans to open teaching centers, use of school libraries, "growing in health", ALDEA project (environment) - Baby and Primary Education, green item vignette. The teachers work with students, hoping to wake up the desire for personal and professional development. |
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The Lapiás School consists of 17 educational establishments. The Lapiás School Group comprises
approximately 1700 students and 140 teachers and workers from an extensive geographical area. The educational level the populations are served by kindergartens and schools of the 1st cycle, at the level of the 2nd and 3rd cycles there is only one school and only more than 10 km away we can find secondary schools. Thus, within compulsory schooling, a sequential educational course of the children of this region in these schools, an essential factor for the proposal to constitute this grouping. In our group, Special Education accompanies about 160 children and students that corresponds to 9.5% of the students of the Group. Students with special educational needs of a permanent nature present very diverse problems, with a higher incidence of cognitive problems (intellectual disability), specific learning disorder (Dyslexia and dysortography) and Specific Autism Disorder according to the International Classification of Functioning.The school is so motivated to join in the project. It wants to bring pupils closer to programming languages using coding and, later, educational robotics, with the aim of stimulating computational thinking, learning to think creatively, to schematize, to better analyze reality and work collaboratively. The school's pupils will improve their English using it for real purposes such as to present their own Country to their peers, develop their STEAM skills. Both teachers and pupils will be encouraged to use new technology, integrate the project work into the school curriculum, learn and use foreign languages, promote their Country and Region, analyse, compare and share different ideas and experiences. The school's expertise in etwinning projects in addition to the web 2.0 tools which are used in etwinning projects and their advanced skills in ICT will contribute to the project. the school is motivated to join in the project and strive to create a coexistence environment in which responsibilities are shared in an environment of exchange, education, dialogue and tolerance. The |
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