LEGOs have stood the test of time. Even with competing video and computer games, most kids still love building with bricks. These fun LEGO STEM activities give children hands-on practice with science, technology, engineering, and math – skills they’ll rely on for years to come.Today’s teachers have to prepare pupils for future professions, help to educate critical thinking, learn to solve everyday problems in an innovative way, improve communicative and collaborative skills, motivate to follow and to be interested in innovations, foster to include them in everyday life.Due to the large information flow and great supply of educational tools, it is difficult to examine and try all educational methods and tools. However, it is very important to select what is the most suitable for our pupils and which tools will be the best for capacity building and will prepare students for future lives and professions, which even do not exist in nowadays.Our project will promote togehter cooperation between partners. It is expected to exchange of best working practices, to examine new interactive tools used in education by each partner.The initiated project is concerned about practice-oriented teaching methods, which aim is to develop such skills as creativity, activity, team work.Our main objectives are:O1: promoting the inclusion of students that are excluded, the pupils with absence of primary competences, the risk of being excluded, with particular needs supporting them to promote theirinclusion among the mainstream education and society.O2:applying innovative strategies to overcome exclusion in the society, the absence of primarycompetences and the exclusion issueO3:leading innovative ways in the development of social and emotional of the child as part of pupils withparticular needs' in practical curriculum.O4.Improvement of pupils' confidence in new surroundings, with the view to to increasing their adaptability and adjustabilityO5 Enabling the development of intercultural competences of the contributors, their awareness of common European values.The project is addressed to primarily students, who will be engaged in all the stages of the project – preparing, exchanging, disseminating and exploiting activities. The target group of students is created of 1000 students at the age of 6-11. They are a combination of nationalities, social and economic backgrounds, religions, mixed abilities students, both high and low achievers, urban and rural areas, technical or general training students. This is what makes the project really attractive. The fact that we can watch each other and learn from one another about our problems, hobbies, career plans, and opportunities.Altogether, we will choose 75 students to take part directly in the exchanges. They will prepare for exchanges, have English lessons, cultural lessons, explore the topic of the exchange, cooperate with their European peers, prepare projects, make and give presentations, do surveys among local authorities, write reports etc.40 teachers will take part as accompanying persons. They will be people from the project team and other teachers of different specialisations – English, Science, Chemistry, Technical Subjects, Biology, Geography etc. They will support students and their work, and also help them in any needs during exchanges.Managers,staff and parents will be involved in project activities.New strategies are intended to be developed for these schools to increase their ability to prevent school abandonment through a partnership based on different international best practices in each school. The project is trying to find ways to encourage the inclusion of pupils at risk in the activities of the Community and on the labor market.We practice new connections between the formal and informal education and non-formal, in order to offer students solutions to these four problems and real opportunities for their behavior.The concrete products of the project will be:- Lego stem laboratory in each participant school.- 20 stem activities with legos.- web page of the project.During our project, the five partners intend to create both tangible and intangible results in the short term and the long-term viability and to obtain the greatest possible impact on the future projects and processes of politics, such as driving students to overcome the absence of confidence, in order to ensure continuous access to the general information on the activities of the project, the progress and results of the newspapers, writing reports and the creation of panels or leaflets on-the-spot checks in order to inform other people about the context and the main results of the project, the organization of an event multiplier effect, communication, and cognitive abilities of pupils at risk, nurturing effective partnerships between trainers, educators and organizations in the Community.

By the time pupils reach higher grades of elementary school, many of them are loosing their interest for learning. There are lots of disadvantaged children at schools for whom it is harder to get the feeling of success. They may be good at things that are not particularly graded or acknowledged at school such as organizational skills, hand crafts, social skills,.. so they feel worthless and their attitude towards school changes. In our project we tried to listen to them more instead of just offering them knowledge and requiring perfect answers. We looked for and developed their life skills, found out what makes them learn easier and in more pleasurable way. Our aim was to show them educational systems, organization of schools in other countries, methods and strategies of other teachers in partner schools. We asked them to compare and analyze their experiences and to make up a model class that would give them all they need to succeed and to be aware of what they are good at. This way their motivation for higher education could rise and less children would leave school early.We have created the maskot and the logo of the project . Travelling pupils wrote diaries. All pupils were coresponding with their peers from partners´ schools via emails and postcards.Our group of partners was quite diverse in cultures, life styles and educational systems. All schools have had various experiences and specialism, so by sharing our schools´ priorities all participants gained new ideas, techniques, approaches and competencies which helped us make school more enjoyable for our pupils.Organizations included in the project: We were 5 partners. Partners´ schools in Lithuania, Portugal and Holland had different structure, they included kindergarten and pupils graduated from 6th grade. Schools in Slovakia and Poland are from the 1st grade until the 9th grade. In each partner school we included in project work all children in given grades, during educational meetings we did the presentation activities for the whole school. Other included organizations: In each partners´ country we visited kindergartens, special need classes, libraries, art schools. In Lithuania we visited high school as well. In Slovakia we invited teachers, students from bilingual high school Futurum and native English speakers and teachers from Empire language school who prepared lessons full of inovative methods and various interactive activities for our pupils and all partners. Thanks to the variety of visited institutions aquired a wider view (perspective) about the general education of kids from kindergarten till high school leaving examination.To reach our goal, children prepared collagues about themselves and presentations about their countries, school systems and what they like and dislike about them. They presented them to their peers at partners´ schools. They also learnt about other countries´ educational systems by observing classes, making spider webs, analyzing them in mixed international groups and creating a model class fit to their needs and expectations. Teachers also took part in jobshadowing and teaching to gain new experiences and rise their competencies on European level. After each project meetnig, participant pupils shared their experiences by presentations for their classmates and teachers shared new strategies with the rest of the pedagogical staff and parents on meetings. We shared and documented our work and outcomes on web pages of schools, facebook and on the web page created for the project purposes. All our experiences and activities through the two year period of project were gathered and put together in a brochure as a result of all we had done to be shared with collegues in other schools in our home towns and regions. Pupils created a video recording of the model class showing a bad teacher at the beginning and then a good teacher at the end respecting all they want in a class. Pupils put their needs in the video themselves upon their project experiences. We created a project calendar for each partner.The results of our work were presented in our schools magazines for our students, their parents and friends; in techers´ newspapers for all teachers and pedagogical staff in all country, on school webpages, on the project webpage we created, during teachers´ meetings, parents meetings...This project motivated children to study and be active in learning, rised competencies of all participants, developed social, communicational, ICT and more other skills, and brought innovations and European dimension to education.

Context/backgrundOur project had a common awareness of digital design and 21th century skills and creative learning methods. Therefore all partner schools had an interest in developing new teaching methods, innovative and creative learning by the use of ICT. We were inspired by proffessional pedagogy litterature and looked into existing educational programs, to facilitate changes in the local school curricular as an approach to be more innovative in our everyday school lives.Our objectives were as following:- to motivate students to the desire of learning through problem solving linked to local and global challenges.- to promote cooperation between partner schools through teachers and students activities.- to inspire students and teachers to use innovation and entrepreneurship in practice-oriented teaching.- to use different ICT platforms to work with computational empowerment, STEM/STEAM and other apporaches to new technologies.The partner schools came from 7 different countries (Denmark as coordinator, Turkey, Poland, Spain, Italy, Lithuania and Hungary). All participants was choosen because of their interest in ICT and in innovation/entreprennuership. The number of participants were mainly represented by leaders from the school, pedagogical staff, teachers and kindergarten teachers.The number of participants were as followingDenmark: 12 persons. Lithuania: 22 persons.Spain: 18 persons. Italy: 12 persons.Turkey: 15 persons. Poland:20 persons.Hungary: 16 persons.Description of undertaken activitiesWe all worked with skills on meeting everyday problems in a creative way, introducing new methodological approaches and involving the students in these new creative learning methods. The aim was to encourage the students to find solutions to problems in their daily living and in their community. At the end of this project it was a success for us all to see, that the students achieved the aim to work cooperative with innovative and creative learning methods. The participating schools were all introduced to a variety of creative learning methods, and during the trainings the coordinators managed to implement both lessons with teachers and students together, and to show best practice. The trainings involved lessons performed by local students and teachers as well as training lessons in universities, technical university, higher education schools and visits to a variety of exhibitions and museums involving the everyday practice and the aim to achieve 21th century skills, enhance awareness of digital design and also creative learning methods.Results and impacts attainedAll original objects of the project were fulfilled.- Teachers have been motivated in lifelong learning and have enriched their professional experience with new teaching methods- Teachers have accieved new competencies and apply new methods thus increasing the quality of education and training;- Teachers have a better co-operation with students, this leading to a better understanding of their personalities and desires.Students:- Students learned about how to work in team and how to manage difficulties and how to become more tolerant and cooperative and being able to take initiatives.- Developed their ICT skills through the use of these modern technologies.- Students experienced to take the next best step in problem solving and life.Institutions:- Expanded the school curricula with new cross-curricular subjects.- Had the chance to exchange experiences and developing activities that promote the development, testing and/or implementation of innovative practices.- Opened up to new ideas coming from other European countries.Longer term benefits:It is obvious that we learned alot about being a member of The European Community, and to see that the challenges are all most the same in the 6 other countries as well. It has also contributed to the awarenes of 21st century skills and how to develop the school for the future.