CULTURAL FIGURESThis project was born on the E-twinning platform, after feeling a real necessity to be educated on learning a foreign language in a different way ( by traveling, meeting people from different countries and cultures) and arise the level of consciousness about cultural values by using effective ways that excite learners and teachers, like each partner's culturalfigures. Being a candidate of EU,it was thought that something must be done about cultural interaction. One of the basic aim was to spread the consciousness of being European. This awareness could only be improved by learning about each other's cultural figures, culture and traditions.By integrating cultural figures from different societies, we aimed to break up the prejudices among cultures and increase the level of tolerance.The outcomes and values of this project ( enhanced European identity through the understanding of cultural diversity; improved knowledge of the cultural heritage of the partner countries;crashing the cultural bias occuring between partners' countries from different regions; learning to show respect to other people and cultures from different countries and regions; giving attention the universal human rights and common humanity culture; realizing the fact that the importance of peace in world; students to show pride and respect in their local, regional and national traditions and culture as well as others’ through an inter-cultural approach; increasing the learning opportunities of the students in terms of life-long experiences; widening the students' perspectives by gaining personal experiences; acquire awareness of being a candidate European Union citizen; knowledge and application of the fundamental principles and elements of time management;understanding the notion of quality in education in an European context; information regarding teaching systems in our partner schools and countries;) made a new line in our educational methods and gave us new viewpoints to E.U.The participating organizations ( Péter András Gimnázium és Szigeti Endre Szakképzo Iskola from Hungary, Zespol Szkol w Jezierzycach from Polandand „Regina Maria” High-school, Dorohoi, Romania, Elbistan Imkb Fen Lisesi from Turkey,) aimed at reinforcing cooperation between students, schools, and also communities in what concerns the promotion of cultural values,decreasing in this way the level of people's misunderstanding and improving academic achievement in schools by sharing good practices in enhancing and promoting the European values.The motto of the project,which was founded with the help of our students, the acronym HERO stands for - Hospitality,Education,Relation,Opportunity, and in time, took prominence in our project's headline.Activities were designed to achieve the objectives of the project having in mind the need to develop entrepreneurship (making videos or presentations about cultural heroes etc.) autonomy (all the tasks were performed in English - the videos, presentations,usingthe platforms Facebook and E-twinnig)The quality of a project required being educated and expert. During the project we especially focused on the methodology of Education from the nearest to furthest.Monitoring and evaluation were done by each partner, before, during and after each mobility, through observation, discussions with the people involved in it, by questionnaires. Thiscontinuous process of assessment of the progress made towards the stated objectives was realized so that gaps between the original project plan and actual achievements could beidentified and corrected.We prepared a dissemination plan to promote an ongoing exchange of information. For this reason we prepared a blog and used Facebook to raise awereness of our students, community and schools. Also we prepared a web site to share experiences and new ideas about project.This project consisted in one transnational meeting in Hungary, where 2 teachers from each partner country attended, and 2 LLP activities where 3 teachers and 5 students for each school participated.During the project all partners acquired new learning and teaching methods,gained new experiences in the field of cultural education, like cooperation, time management, team /group work...etc. All in all, we became professional about inter-cultural interaction, overcome cultural bias, learned new things about each other and even ourselves, uses English as a communication tooland gained a lot of learning by doing different kind of activities

"In the project,as we had aimed about in application form ,7 different schools from different countries of Europe came together, did some studies about using ICT in education efficiently by considering teacher,student,parent and society components; to support “EU aims for decreasing early school leaving rate to %10”, to struggle with factors that lead to disadvantageds, to create a society with increased awareness and to raise a digitally literate generation.To achieve those objectives mentioned above, we chose a blended learning way ""Flipped Learning Model ""which combines out of class learning and intraclass face to face learning activities and a perfect match for levels of Bloom Taxonomy .Project activities were based on innovative applications for ICT usage in education and transfering those good practices. Project activities were specified in sharing best flipped learning lesson applications with project partners and adapting those activities to all partner schools. As a methodology, based on SWOT analysis findings, benchmarking steps were followed.For TPMs that were held for teachers-2 from each country, there was a meeting at the beginning of the 1st year to make clear the activities for this same year to be planned.It helped project partners to get familiar with each other,also was a pre-preparation visit.A detailed work calendar was prepared for all 2 years.All partners reported the SWOT analysis results, made them a common document. Also the plan of dissemination, usage of project results was made up. Expected impacts, outputs were defined and It was considered on how and to whom dissemination would be done.The 2nd meeting was at the beginning of the 2nd year.Evaluation of deviations from the process was done.The 1st year's assessment and the 2nd year's planning were determined.The activities were planned and what to be done until the next staff meeting (C3)was made clear.Finally TPM3 was arranged for recapping of whole project – its activities, outcomes, impact, evaluation, dissemination, etc. It was also used for gathering project documentation and writing of final project report.The LTT1 and LTT2 were short-term joint staff meetings with totally 39 participants while the LTT3 and LTT4 were short-term exchange of pupils with 4 students and 1 accompanying person from each country. In those meetings,we analyzed SWOT analysis results reported at TPM1, presented local/national situations by taking benchmarking teams’ needs into consider, in the light of EU 2020 objectives and PISA 2015 results.Good exercises were experienced among partner schools, opportunities were created for new ideas.Partners had chance to compare education systems.They discussed advantages, disadvantages, good- bad examples and roles of students and teachers in Flipped Learning which is a blended learning way. Participant teachers joined flipped lessons and got trainings firstly, then they performed Flipped Lessons and students attended those flipped classroom in-class activities and caught the team spirit, learned how to work as a team.With their peers, they compared their local and general flipped learning experiences, gained motivation for learning foreign languages with the notion of bravery and entrepreneurship.We made changes about which country would be responsible of creating our project product ""Open Education Resource Platform""and being editor of other product "" Flipped Learning Lesson Guidance Book"". As different from our application form, we gave the task for the handbook to Portuguese team and for the platform Croatian team after evaulation of competences of each partner in the workshops and shared experiences.In the light of all studies, workshops during project process, all project team attended actively on creating the content of guidance handbook- for preparing a flipped lesson- ""Designing a Flipped Lesson:Before- During-After"" and open education resource which is a free member and can be benefited from many flipped course scenarios “Know-How Alliance Platform”.In project final festival; all works, outputs and project products were exhibited. We presented our 2 project products to all users from all over the world.At the end of the project, we implemented the post-test survey and analysed the results. When we compared the post one with the pre -test that we had implemented at the beginning of the 1st year we saw the conclusions that:-Students learned how to use digitals tools to search information online, use their smartphone to work.They increased the use of internet to study and research, taking notes while watching videos.-Teachers also increased knowledge of how to use digital tools to work with others and knowledge of performing flipped learning.The use of traditional teaching methods have decreased and active methodologies have increased.So, as expected, there´s an increase in ability of using “web 2.0 -3.0” tools and google apps, teachers have used innovative ICT based methodologies."

Today, many young people are having difficulties at school because of the bad attitudes like distrust, hate speech, bullying, racial prejudice and ableism. In these situations, making empathy is of great importance. We are going to replace these attitudes with some good feelings such as equality, tolerance, success, confidence and love. Changing an attitude is not an easy process. Moreover, many young people spend their time on computer games or internet. As a result of this, it will be really hard to draw attention. We came together with all the partners from Greece, Turkey, Italy, Spain and Hungary and we decided to use the magical word of fairytales to make the youth involve in the project. After talking about the main topic, we discussed the details. We decided to deal with these 5 bad attitudes with 5 LTTs. During these LTTs, we are going to get the participants into fairytales to make empathy. Supportingly, we are going to do monthly activities to disseminate this project in the local areas.With the approval of the project, we are going to start conducting an eTwinning project in the same name, simultaneously. We are going to add many partners from different countries to the project. Thanks to this, we are going to touch many people. We are also going to involve the parents and residents to the project with activities such as surveys, interviews, fairy tale nights, etc. We will also prepare a fairy tale book at the end of 5 LTTS. We are going to do our best to disseminate our project as the subject we will deal with is very important for all people. We are going to use social media, local press and written works (brochures, posters,etc) in order to achieve this.Additionally, our students will have a chance to understand what the European citizenship mean and how small the world is. They will acquire many abilities with the cooperation and collaboration during the project. The students with poor backgrounds and social difficulties will have a chance to do a project in EU Dimensions. This will change their life and their point of view.

The partners, from Turkey (Coordinator), Italy, Poland, Hungary Spain and Portugal have a shared interest and the partnership covers a wide European area geographically, providing a European added value to the project which envisages cross-country collaboration between countries that work within a varied socio-cultural context.Each partner school has different needs, responsibility and ability to participate in this project, but they will gain a sense of being able to work jointly with colleagues in different countries of Europe to achieve a common goal.Selçuk Anatolian is the coordinating institution, they will make sure all the deadlines are met. They suffer from some environmental problems like air pollution and waste disposal. Péter András will organize “Make a Difference Day” to increase the awareness of the students on reducing waste and reusing materials, and the official ECO-SCHOOL title was awarded to the Péter András Grammar School last year, because of the eco-conscious attitude of the students and staff. They have taken part in several Comenius, Leonardo da Vinci and Erasmus+KA1 and KA2 projects before.IX Liceum will be focused on measuring air quality to determine how polluted the air is, to identify the key pollutants and ways of reducing air pollution. A. Meucci” takes part in both local and national projects on the environmental, recycling and human rights. Agrupamento will organize a “Beach Cleaning day” to raise public awareness about inappropriate waste management practices. They want to develop an educational programme of interdisciplinary activities on science, Robotics and Multimedia.IES Illa de Tambo will be analyzing all the forms of pollution can lead to marina pollution as they live on the coast. Four partners have participated in Erasmus+ projects before. The main objectives of the project are:- to help the staff and pupils acquire an awareness and sensitivity and to help them gain a variety of experience in, and acquire a basic understanding of the environment and its associated problems.- to help them acquire a set of values and feelings of concern for the environment and the motivation for actively participating in environmental improvement and protection.- to help students acquire the skills for identifying and solving and - to provide participants with an opportunity to be actively involved at all levels in working toward resolution of environmental problems.Through this project we hope that students develop their social skills, and discover each other's culture and lifestyle, way of thinking, enhancing teamwork, practising and communicating in a foreign language.The exchange will benefit approximately 20 staff and 120 pupils who are aged 14-18 directly and many more staff and pupils are expected to join in activities held locally. The exchange will involve six mobilities over a period of 2 years.The main events of this environmental project will be the organisation of a beach clean-up day, making a difference day, recycling workshops, air pollution activities, and activities aimed at preventing marine contamination. There will be “other activities” like making an organic garden, making species map, studying on climate change and solid waste. Oral discussions will be conducted with the pupils about the social and physical aspects of the environment. Workshops will be organized in class for recycling, reusing and doing presentations. Out-of-class activities will be organized for real experiences in the local environmental areas like (coast, ponds, lakes and rivers). The environmental issues and problems will be discussed and presented through films and slide shows. The expected results will be as follows. - Students will understand the threats facing our planet and will be able to spread this knowledge in local communities as well as plan remedy actions.- They will be informed of the types of pollution and actions that they can do to prevent pollution of the ocean.- This project will give them first-hand experience of seeing how an important issue like environmental problems is handled in a different country. We envisage that the project will impact at various levels from staff to pupils and it will improve the skills of those engaged in teaching and learning in education, which in turn will provide scope for changes directly into the wider community.We hope that each institution will become stewards of environment in their local community by protecting the environment through recycling, conservation, regeneration, and restoration. They will share this responsibility with those whose actions affect the environment. In the long term, it is expected that this project will enable the involved schools to- set example to other schools and their community about environmental issues- provide a healthy, more efficient and effective working environment- integrate the experience in their environmental club activities and curriculum requirements

"Nowadays, half of the world’s population lives in urban areas. This movement towards the cities raises some concerns about the implications of the younger population’s reduced contact with outdoor environments. This fact, added to the number of hours young people spent in sedentary activities involving electronic media, may contribute to their disconnection from nature and indifference towards environmental conservation and biodiversity preservation.As it is in the early years of the individual’s life that the motivation to be ecologically concerned arises and is expected to have a lifelong effect, the way young people understand and experience nature is related may have a deep impact in the development of a pro-environmental behaviour. Reconnecting with nature can play an important role in the adoption of sustainable environmental behaviours, and it is a process that can be established, amongst other dimensions, through the physical interaction with natural environments, and through the exposition and interaction with environmental-related knowledge or information. In what concerns environmental and biodiversity preservation education, new approaches include the use of digital games, which are increasingly being adopted to raise environmental awareness among youths. Digital games are part of young people's daily lives, and its potential to enhance motivation for learning and the positive impact of games in fostering biodiversity awareness has been recognized a few years to this part.Young people are also being challenged not just to play games but also to engage in the development of their own games. Being involved in the creation of games encourages to explore boundaries, increases collaboration and the exchange of ideas, raises awareness towards the addressed topic, leads to more responsibility and better attitude in group work and increases student’s sense of achievement, self-confidence and self-efficacy. Combined with the physical interaction with natural environments, and due to their interactive and immersive narrative, digital games emerge as an innovative approach in the promotion of knowledge about environmental preservation and biodiversity conservation. In this scope, the specific objectives of the ""Gamers4Naure – Reconnecting with Nature Through the Creation of Digital Games"" project are: - to raise young student’s awareness on the importance of environmental and biodiversity preservation, through the creation of digital games;- to provide opportunities of co-learning and knowledge share based on experiential learning in outdoor settings, through the organization of “reconnecting with nature” events;- to provide opportunities for the development of computational thinking and communication skills;- to disseminate and encourage participation of young students in EU coding events (such as the EU Code Week);- to organize a global game design competition, where teams from different countries will be challenged to develop a game addressing a local and/or a global environmental threat; - and to inspire participants to adopt more sustainable practices, to understand local problems and global threats to biodiversity preservations and to take action towards a more sustainable and more conscious environmental behaviour. With this project we want to bring together different stakeholders (upper-secondary schools’ teachers, students and environmental NGOs) to identify local environmental threats, to develop educational resources and digital games able to transmit to information about the importance to preserve local biodiversity and to adopt a pro-environmental behaviour. The main focus will be the development of innovative approaches to environmental education, through the implementation of actions that combine physical and digital nature-connection activities."