Compilation of activities carried out in the Erasmus + project "We Can Achieve Together"

WE CAN ACHIEVE TOGETHER

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To see the complete development of mobility, click HERE

C5 MOBILITY SPAIN (1).pdf

Activities for integration of immigrant or refugee students

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Day 4: The activities of the school teachers and students on 'Culture and Differences' were watched together with all the participants in the school's show hall. Day 5: Yoga training and practice exercises were held with all participating teachers in the Yoga hall of the school. The effects of yoga were explained for the students to get to know and improve themselves and their bodies. An evaluation meeting was held where daily activities and the whole project process were discussed.

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Cultural Monuments Of Tirnavos

Monuments From Braila

Cultural Monuments Altamura Italia

Monuments Of Lorca Spain

C4: Sports and games for the adaptation of immigrant students

MOBILITY C4-ITALIA ALTAMURA.pdf

It is aimed that the teachers of the participating countries get to know the psychology of the immigrant students more closely and develop new approaches towards their harmony and education within the framework of love, tolerance and respect for differences. In all cultures and religions, human is a sacred being and respect for human is essential. Respect for people and positive communication can be achieved with empathy. listening, understanding and putting yourself in the place of the other person. Listening to the feelings and thoughts of people who have emigrated from an expert and learning the empathic approach will strengthen the person spiritually. It will develop the attitude of feeling responsible for their behavior and activities. The themes of "love, tolerance and respect for differences" are directly related to our project. The content of the ŞEB-İ ARUS ceremonies in December is also activities of love, tolerance and respect for people. Participating teachers in these activities will provide them with the opportunity to see and internalize these themes on the spot. The key to success in education Regardless of language, religion or race, every person, especially every child, deserves unconditional acceptance and love.

The benefits of the activities carried out in this visit to the participants; - By understanding the issue of “migration phenomenon and migration psychology”, positive contributions were made to the development of an atmosphere of empathy and respect for differences in schools. -Positive contributions were made to the personal and professional development of participating teachers. -Contribution was made to the planning of all educational activities focused on the themes of 'love, tolerance'. -Participating country school teachers realized that foreign students have similar common problems in education.

-Positive contributions were made to the solution-oriented working and leadership skills of the teachers. -Participating teachers developed their knowledge, knowledge and experience in learning and collaborating together and from each other. -Participating teachers gained positive abilities in accepting immigrant students, gaining self-confidence and motivation. Discussing and diversifying the e-Twinning works together made positive contributions to the achievement and dissemination of the project's achievements. With the 'Turkish Night' event held on the last evening, important contributions were made to getting to know the culture, respecting differences and strengthening the bonds of friendship.

Being able to speak the language of the society he is in is the most basic need and need for a person. With the training they received, the participating teachers gained competence in meeting this need with more professional methods and techniques. - Participating teachers with what they learned; They will enable students to develop greater sensitivity to social, ethnic, linguistic and cultural diversity and support the elimination of prejudices. - Participating teachers' organizational skills improved, their self-confidence increased, their teaching satisfaction and motivation increased. - Exchanging experiences with colleagues for the elimination of discrimination also improved the sharing and problem-solving skills of the participating teachers. Teachers with improved problem-solving skills will take more responsibility and become a model for their environment.

Learning the 'Roll Method', a new technique, has given teachers an important and different perspective in improving students' reading comprehension skills. - With the sharing of good practices, the motivation and habits of teachers to share, learn from each other, and work together on other projects in the future have developed.

Report for C2 in Romania, 10-16 Oct 21

The child who is accepted and loved will show a stance close to adapting and learning. In short; Immigration psychology seminar from an expert, participation in Şeb-i Arus events, 'SİLLE' trip where different civilizations live and different worship centers, empathy and respect for differences studies will guide teachers in recognizing and understanding foreign students and planning educational activities in this direction. The efforts of recording all these studies in the project diary supported the 'Project Based Work' culture in the institutions and motivated the stakeholders of the institution in the following years. Enlarging these activities in eTwinnig and sharing them with other schools enriched the activity world of the teachers.

C2: The language education of foreign students who have migrated. 

Romania

With the 5-day training prepared by our Italian partner school, the participants; -Participant teachers have learned the place and importance of sports and games in children's life with different dimensions, and they have developed the awareness of using this area actively for the adaptation of immigrant students. -The games that the participating teachers played together with the children themselves became an important opportunity for them to observe the children better, and they realized that sports and games are an important opportunity to establish an effective communication and trust relationship with the child. - With observation studies, teachers and students felt the effects of games and sports for life energy more strongly. By discovering the positive effects of sports and games on healthy body and soul development, they gained motivation to use sports and game activities more and more effectively in the harmony of immigrant students.

-With the studies carried out, besides the effects of games and sports on physical and mental health, friendship, and success, their awareness and beliefs about the universal unifying power have been strengthened. By making interdisciplinary associations in education and training studies; games and sports will be used more actively in schools. In particular, immigrant students will be included in these activities in a planned way, and their adaptation processes will be facilitated. - With cultural trips and activities; The motivation to respect differences, see them as wealth, share and work together has been strengthened.

Mobility C4 Italia-Altamura

This activity contributed positively to the professional development of the participating European teachers. Teachers with 5-day activities related to inclusive education; - They have gained competence in identifying the problems of immigrant students. In the seminar on inclusive education, the participating teachers learned about inclusive education in all its dimensions, and improved their ability to communicate and work actively and efficiently with immigrant students and all students at school. With the observations and briefings to be made to the CEPAIM and Cazalla Intercultural Board, they gained knowledge, skills and attitudes about recognizing the problems of immigrant students, evaluating the student as a whole with their family and environment, and planning solution-oriented studies. - Watching the activities prepared by immigrant students and other students together drew the attention of teachers to the importance of combining and integrating children. He has developed awareness about managing diversity and multiculturalism in institutions. - Recognize the factors that develop children from immigrant families and the factors that ensure their healthy adaptation. - 5-day training activities for teachers; It has given students the opportunity to jointly evaluate and develop inclusive methodologies that will ensure a high degree of harmony, well-being and success.

- Participating teachers got to know the education system of a different country and enriched their cultural background. With this knowledge, they recognized the common and different elements among the cultural heritages of Spain. Thus, they will develop the awareness that we actually live with common values in Europe and that we should protect and develop them. The event was also very beneficial for the teachers of the Andrés García Soler School, who could, for a few days, share their ideas, methodologies, experiences, teaching-learning models with their European partners and strengthen their bonds as they live and work.

C5 Mobility Spain

Characters of the Greek theater shadow play 'Karagozi'

Day 1: The positive effects of art activities on immigrant students were discussed and discussed. Each partner country school presented examples of arts activities in their schools. Day 2: Sample video presentations from traditional folk dance performances were made. Participating teachers played traditional folk dances together as a group, Day 3: The city of Larissa and its surrounding regions that have hosted different cultures, civilizations and religions were visited. This visit contributed positively to the adoption of common values in respect of differences. Day 4: The characters of the Greek theater shadow play 'Karagozi' were painted and cut together, and each group performed their plays by enacting the scenario themed 'Our Differences'. The play was watched with the students of the school. The positive effects of drama and theater plays were observed in the children's world. When the participating teachers return to their schools, they will create different scenarios and perform the shadow play in their schools. Day 5: The 3rd Tirnavos school choir performed their song. Participating teachers also participated in the choir. The universal and unifying power of music was felt more strongly. In addition, the activity, in which the natural, historical and cultural beauties of the city of Larissa and its immediate surroundings had the opportunity to see, ended with mutual exchanges, good friendships and experiences.

C3: Artistic activities for the inclusion of migrant students

GREECE

Benefits of participating teachers and students with this 5-day training: -The importance of art activities and hobbies in the adaptation and development of the child has been more strongly recognized. - With the seminars and workshops held, the unifying and healing power of art has been realized more, and they have gained motivation to study these activities more planned and continuously while working with immigrant students. - The teachers who participated in the music and shadow plays activities with the students had the opportunity to see and evaluate the reactions of the students during the studies. -The shadow theater has been impressive both in terms of cultural promotion and the development of children's sense of humor. It has been seen that social messages conveyed through humor and play are more impressive and reinforcing for children.

Participating teachers were motivated to play the game in their own schools and classrooms and to share it with their colleagues. Participating teachers believed in the importance and effect of creating a healthier, more prosperous, fun and inspiring educational environment within the institution by discovering the tendencies and abilities of children with what they learned. - When art activities reach more institutions and students through dissemination efforts, their positive effects will be felt more strongly. -Participating teachers will be able to guide families about giving children hobbies, and positive effects will reach the family.

ERASMUS+ C3 MOBILITY IN GREECE

C1: Migration phenomenon and migration psychology. Love and Tolerance

The content of the C-5 mobility held in Spain was Inclusive Education. A 5 day training was held with the participation of all partner schools on the need for the school environment to be inclusive in every sense so that immigrant students in partner schools can easily adapt to the school environment. Inclusive education is an approach that promotes openness to multiculturalism, includes pedagogical approaches, offers a culture of values coexistence, values the benefits of diversity, opposes xenophobia or racism, and is free from prejudice. In accordance with the project plan, the 5 day training was carried out using presentation, question-answer, trip observation, workshop methodologies.

Purpose of Education: The positive effects of sports and game activities in the adaptation process of immigrant students. 4 teachers and 5 teachers from the host school participated in the activity. As in the project plan, each partner school prepared a sample presentation from their traditional games or sports activities and presented them to all participating teachers. After these presentations, teachers from each partner country played the game by explaining the rules to the students at Garibaldi School. All the teachers who watched the games learned that game. Within the scope of this subject and activities; Day 1: Each partner school explained a traditional, sportive game by making a presentation and showing it. During the presentations, the games were shown to the teachers. Class visits were made and course activities were watched with the game. Day 2: The games presented were played by the Spanish and Greek partner schools in the gym of the school to the students of the Garibaldi school. Class visits were made. Day 3: Turkey and Romania partner schools played the games they presented to the students of Garibaldi Vocational School in the gym of the school. Day 4: A presentation was made on the place and importance of games and sports in the world of children, and good examples were shared. A cultural trip was made to the city of Bari. Day 5: Project process evaluation meeting was held and participation certificates were received.

All partners physically participated in the 2nd LTT training held in our Romania/Braila partner school, except for the Italian partner school. They joined LTT online, as their national agency did not allow it under the Italian Covd 19 measures. This has happened with the knowledge of both the Italian and Romanian national agencies. The subject of LTT training is; It is the language education of foreign students who have migrated. The difficulties encountered in language education, their solutions, and different and successful approaches in language teaching were studied together for 5 days. With presentations, workshops, exemplary lectures, excursions and observations, significant contributions have been made to the skills and abilities of teachers in language education. One administrator and teachers from each partner school participated in the activity. What was learned in the training activity will be transferred to other teachers after returning to each partner school, the ROLL METHOD demonstrated by our Romanian partner will be implemented in the classrooms of the participating teachers. In 5 days of training;

Day 1 and 2: Participating partner schools were welcomed with a ceremony prepared by all stakeholders of Ceip Andreas Garcia Soler school. The school was introduced to all participants by walking around. Class visits were made afterwards. Information about foreign students and disadvantaged students in the classroom was obtained and observations were made. In the afternoons, information was given by the school administration and the school guidance teacher about the different methods and techniques applied for foreign students. Participating partner schools also made presentations about the methods and techniques they used in inclusive education in their own schools. In the afternoon of the 2nd day, a workshop was held using the “Violeta Monreal” technique. Application work and technique were very interesting and enjoyable. A great technique for involving every student in the lesson. It's great that it's usable at all grade levels, plus it's economical. Day 3: Authorized persons from the CEPAIM organization, who have extensive experience in working with immigrants, came to the partner school and explained the work related to foreign students. They talked about the work of foreign students on family guidance. Afterwards, the 'Alhambra Palace (Andalusia)' in the Granada region was visited in order to recognize the culture, be aware of and respect the differences.

The Greek mobility of our project was carried out on 28 November - 4 December with the participation of 26 teachers from partner country schools. Our education subject, hosted by our 3rd Tirnavos Primary School partner school in Larisa, Greece; They were activities to provide hobbies to our students who came with immigration through art activities. In accordance with the project plan, different activities were held for 5 days with the participation of all partner schools (Spain, Romania, Italy) with pleasure. Within the scope of the epidemic measures, the Italian partner school 2° Circolo Didattico Garibaldi participated in the educational activities online with the decision of their national agencies.

Day 1: Each partner country school made presentations about the current situation of foreign students in their schools. provided information on the methods and techniques they use to teach the language of their own country, provided that their mother tongue is preserved. Day 2: The ROLL METHOD, which is used to improve the reading and comprehension skills of foreign students, was introduced by the host school. Afterwards, case studies were carried out with all participants. Day 3: Observation studies were carried out in the Sinaia region, where different cultures lived. Day 4: Class visits were made at Scoala Gimnaziala ''Alexandru Ioan Cuza'' school. Participating teachers followed the language lesson teaching. The Roll Method was studied with foreign students as an example. Participating teachers watched the presentation, and the presentation was evaluated in the meeting held afterwards. Day 5: A meeting was held on how to proceed in our project in the restrictions brought by the pandemic period and the evaluation of the 5-day training. Afterwards, the training ended with a certificate ceremony.

A total of 20 teachers from 5 partner country schools participated in the activity. Day 1: Welcoming, meeting. Project Introduction and Information Meeting was held. Day 2: Immigration Case and Immigration Psychology Seminar and Survey Study, Visit to "SİLLE REGION" where different civilizations live and different worship centers Day 3: Educational Activities Evaluation Meeting was held with Immigrant Students of Participating Countries, student activities were watched together. Day 4: Project Poster Design, Participation in Mevlana's Death Anniversary Events with the theme "LOVE AND TOLERANCE" (Şeb-i Arus Ceremonies) Day 5: Workshop on Different and New Approaches in the Education of Immigrant Students, Project Diary Studies, Closing.