"The objectives of the project ""Active Learning with Three Methodologies"" are to increase teacher's professional growth and development, enthusiasm for their work and skills to plan their teaching in more versatile ways by creating them opportunities to learn first-hand about different teaching approaches and methods both on teachers' personal and school levels. Further more, with the help of the project, the teachers meet new international colleagues and can form an European teacher's community in which they can share their ideas, project plans, worries and success. Doing so, the project also strives to increase participants' understanding and appreciation towards other European cultures, customs and educational systems. By showing and seeing how we do things differently, we evoke conversation and understanding on how we can break old habits of doing things and give inspiring viewpoints to many questions we come across in the every day life at school. The international exchange will also hopefully give encouraging insights on things that we are already doing well. In addition to the benefits for the teachers, also the pupils get to experience new ways to learn. The project offers the participating pupils change to reflect their learning skills and analyze what are the best learning methods for them. The aim is to enable the teachers to see the undeniable benefits of using different teaching approaches: pupils have different strengths and that they learn differently according to the methods used. As the teachers see the benefits of using variety of different teaching methods and apply them into their work, the teachers thus promote the inclusion of all pupils. The project also establishes a shared working platform on Twinspace where participants, teachers and students, can share their ideas, projects and discussion. There are three participants in the project: Suonenjoen yhtenäiskoulu from Finland, Colegio Santa Teresa from Spain and collège Georges Pompidou from France. The participating schools have pupils between the ages 6 and 16. The Finnish and Spanish schools are comprehensive schools, the French school is a secondary school. All the partners include both teachers and pupils into the LTT events. Every participant country has a different teaching approach that they use successfully at their school and which benefits it wants to demonstrate and share with other participants. The Finnish partner will demonstrate out-of-the-classroom education, the Spanish partner project based learning and the French partner demonstrates workshop learning. This demonstrating will take place during the LTT events so that the participating teachers and pupils will have first-hand experience on how a certain teaching approach can be used. The subjective experiences on how the chosen methods are used in action are vital in order to the participants to fully understand the practices, the aims, the concrete actions and outcomes of the methods and give them courage to apply new methods into their own teaching and learning. The shared working platform on Twinspace where participants, teachers and students, can share their ideas, projects and discussion enables the partners to communicate and learn from each others throughout the project. To aid this, the project also uses other social media outlets actively throughout the whole project. With every mobility, a new teaching method is being introduced by a host school, added into the online platform with pedagogical arguments and aims for using the method in question. After seeing how the host school apply the chosen method in action, the guests plan and put into action their own model of the pedagogical method back home and these models will also be presented and discussed on the platform.The concrete results the project aims to achieve include the use of more versatile teaching and learning methods both on teachers' personal and on school levels, the improvements in the English and ICT skills and the courage to use these skills, the improvements in the learning results of the pupils due to the versatile teaching methods. Also, the online platform that functions as a work and contact medium during the project gathering the important pedagogical and project data about the project will be a concrete result that the project produces. Furthermore, the plan is to share the project description, the pedagogical input and the results of the project and inspire other teaching and training institutions by posting them on the Erasmus Results web page and School Education Gateway in addition to the project's open eTwinning page. The partners also publish an e-magazine about the project and its results. As the purpose is to create permanent impacts and changes in the teachers' teaching methods, pupils' learning habits and in the schools' policies, the partners also aim to deepen the collaboration with next project which will rise from them achievements of the first project."

The project was born because the partners wished all to imply their establishments in an approach of European opening for their pupils. A first attempt of project between Spain and France had beenpresented few years ago. We all have around our establishments a monument and a local history. It is from these tracks of our heritage, that we are going to connect all the partners through Europe.Whether it is the architectural heritage, but also the cultural heritage, it will be the electrical wire of our project which will take place on the coming two years in our establishments.We have different publics in our establishments, whether it is those who have difficulty reaching the culture, those who never travel except within our region. But also those who have difficulties to givemeaning to their studies. This project into which they can bring a lot, will help them to awaken their curiosity and to get involved in a working approach beyond the traditional teachings and beyond ourborders. This project, of which the roots fit in with the context of the heritage, will imply various adults in our establishments. It will be the opportunity for teachers from multiple countries, with differentschool systems, to exchange on didactic and educational practices. The theme will give the possibility for teachers of various subjects to get involved into the highly-rated staff of otherestablishments. It would imply about fifteen adults by establishments and about fifty pupils by establishment.The pupils' objectives are to improve their language skills and knowledge and todevelop an European citizen culture. Meanwhile, the adults' objectives are to work with others on a project, to meet colleagues for working on common strategies to develop educational practices.Finally we have to think about the method to set up, so that the project can adapt itself to the pupils.Middle school would be more attractive, in particular for those who do not want to go there.This project will lean on the technologies of communication. On one hand, it will begin with a meeting time between the various coordinators in France to get to know each other in a way to work togetheron the works planning. In order to organize precisely and efficiently the two years coming. Another meeting in the middle of the two years will allow to review the project. A last meeting will enable tomake an assessment and to consider carry on together on a new project. On the other hand, three meetings between pupils will be programmed to share the works realized in each country. It will bethe chance to work together on the work of art, which will stay in our middle schools, and to work on monuments, tales and customs of our regions. These times will be completed by visits of the chosenmonuments.

<< Background >>The healthier I eat, the better I learn (HIE-BIL) is a three-year Cooperation Partnership in School Education. It involves eight secondary schools that educate and instruct pupils of diverse ethnic, social, and cultural origins. 40 to 50 of these learners in each school come from disadvantaged families with low opportunities for learning, traveling, or self-educating. They usually have very poor general knowledge, very low skills in foreign languages and ICT, and above all, have no motivation for learning in general and easily give up when they face difficulties in their learning. They have problems finding their place in the world, they don’t exactly know how to go through a maturing process and they very often have no idea for their future, have problems with defining their values, understanding themselves. They feel lost and, there are not always adults around them that can set up a good example for them so that they can take challenges and become successful. Besides, different local statistics show that these learners suffer from either overnutrition (inadequate micronutrient intakes, overweight, and deficiencies), or undernutrition (insufficient energy, deficiencies in vitamin and mineral). In both cases, the foods and beverages they consume are composed primarily or solely of sugar, certain fats, and oils. If these foods can generate some energy they supply very little to no other nutrition in the way of vitamins, minerals, protein, fiber, or essential fatty acids. Besides, these bad habits of eating not only make these learners feel tired from the early morning when they arrive at school but generate mood changes, poor concentration, and thus loss of memory and learning problems.<< Objectives >>Following the description above, we want to awaken these learners' interest in the surrounding world, teach them how to live healthily, help them acquire some transversal skills, foster perseverance in learning, value their learning performances, and become proud of themselves, so as to favor their social inclusion by engaging them in a challenging partnership. We want them to become more active, creative, develop a sense of responsibility, raise their social and cooperative skills, learn how to go beyond their capacities, gain belief about their inventiveness and ability to take challenges. Thanks to the meetings and interactions with other European learners of the same age we want them to develop their intercultural skills become open-minded, foster tolerance, build friendships, realize that persons are able to collaborate and produce quality work even if they are of different cultures, that Europeans' similarities are just as important as Europeans' differences, high up their self-esteem and self-confidence and get better prepared for their adult life.By using the Internet and ICT to interact and to produce a video about their respective countries and their culinary traditions, and a digital magazine about improved healthy European recipes, they will acquire new skills. Exchanges in different contexts will help them develop their oral communication skills (English, German, Spanish and French will be used). Their trust in their own powers will increase and the new skills they will acquire will facilitate their transition from school to the labor market. Working in a cooperative but non-competitive environment will have an impact on their social competencies and allow them to have more confidence in themselves and high up their self-esteem. Moreover, it will offer them an opportunity to make new friends, develop mutual trust, and understand that people can be different but alike, foster tolerance, and build their European citizenship. Finally, they will be aware that thanks to the Erasmus + they can continue their learning all through their lifetime.Today's classrooms are becoming increasingly diverse, so intercultural skills are important for teachers to possess. By developing digital pedagogical methods in a comparative and collaborative context, teachers will learn from each other’s experiences and put together new methods to be used by each other. Besides, traveling, cultural interactions, and exchanges will improve their skills in foreign languages and will give a new dimension to their profession. Moreover, they will get more satisfaction from their work because their learners will be more active in their learning. The integration of the project in the schools' curriculum will improve the schools' image and prestige, teamwork, parents’ trust in the schools’ potential to ensure to their children not only good quality education thanks to project-based pedagogy but advise them on health matters as well. It will encourage other teachers to get involved in ERASMUS+ to improve the quality of teaching and offer better opportunities to learners. The project will create an opening towards wider use of collaborative and active digital teaching methods and consolidate the European dimension at school by adopting and applying European educational directives.<< Implementation >>This is a learners-focused project, they will be involved in all phases of the project. To meet their needs, we will stimulate them to express their creativity, to learn by doing and to acquire autonomy, a sense of organization, and to develop team spirit, all within small groups, using collaborative work. They will also participate in attractive and engaging lessons, elaborated with innovative educational technologies to enhance their motivation, and make them more active and responsible for their learning. For instance, to promote the partnership inside the partner schools learners will make Erasmus posters in November 2021 to inform the school and the local community, then start organizing an Erasmus+ corner. This place devoted to exhibiting the project activities and productions will be kept up to date through the three years of the project. An Erasmus+ plaque or banner will also be put there. Learners will make an e-presentation in English about their country, its culture, and traditions, particularly its cuisine, and present it to the other European learners via Twinspace. Every month, learners will participate in two bilateral videoconferences. Teachers will agree on a subject and prepare their respective learners ahead. This will allow them the opportunity to practice foreign languages and to improve their oral communication. Partners will undertake this activity without date and time constraints. But the project coordinator shall issue planning in case of insufficient frequency.Every three months, learners will participate in a multilateral videoconference. This will allow them to exchange about the activities with the other European learners and to present them the work they have achieved so far. Learners will participate in a logo competition, first locally, then at the European scale: they will design and hand-draw different logos related to the theme of the project, and organize a vote to select their two best productions. Then, each partner school will send its elected logos to the Greek team. The latter, in charge of the dissemination of the project outcomes and results on the e-Twinning Twinspace, will organize a logo contest at the European level via this means. All European involved learners will vote to select the best logo that will become the official logo of the project. During the first ILC in Poland in June 2023, the winner will be given an Erasmus+ prize made out of recycled materials. The Latvian and German learners will design and make 1st, 2nd, and 3rd rank prizes.During the first year of the project, learners will create an organic vegetable garden, and hanging or above-ground aromatic herbs and plants for cooking, inside the school and take care of them using rainwater when possible. During the second and the third year's learners will take a national dish or a traditional dish from one of the partner countries’ national cuisine and turn it into a less fattening and health-friendly dish using the herbs, plants, and vegetables grown in the garden or purchased from a local organic producer when necessary. One afternoon every second week will be dedicated to this activity. During this same year, the school nurse and a specialized nutritionist will organize some workshops to inform learners about the consequences of malnutrition, and the benefits of health-friendly nutrition.Learners will visit organic farms and eco-friendly cooperatives in their region to discover how they produce healthier goods while respecting the environment, and to make them sensitive to the protection of the environment. Learners will be asked to contribute with ideas during the implementation of the project and will have an active role in the evaluation procedure as well. Their feedback will be taken into consideration for corrective actions if needed.They will organize photo exhibitions during Erasmus week, the fiber week ...and the TPMs to promote these activities.<< Results >>First, by using collaborative methods, active participation, and ICT in teaching and developing pedagogical methods in a comparative context, all the partners will learn from each other’s experience and put together new methods to be used by each other. Developing pedagogical digital methods to meet the didactical needs of learners is a top priority. As everybody in Europe and all over the world, is getting used to using computers more and more in daily work, it is important to get familiar with methods how to learn and how to teach by e-learning as it has become an imperative and not a choice anymore due to COVID-19.Then, taking a collaborative challenge will help learners acquire a method of work, become autonomous, go beyond one's capacities, being part of a team and cooperate during three years will help learners develop team spirit and a sense of responsibility. The meetings of the European learners of the same age to mix and cooperate in a different country will help them high up their self-esteem and self-confidence, the sharing of the know-how and experience (teachers will give informal classes during the cultural language camps), the exchanges amongst adults and learners will allow everyone to get familiar with the European cultures and get familiar with the local way of life.Learners will become more active, engaged, and self-convenient, they will raise their social and cooperative skills. They will gain belief in their inventiveness and ability to take challenges. They will realize that persons working together are able to collaborate and produce quality work even if they are of different origins and cultures, that Europeans' similarities are just as important as Europeans' differences. Learners will be better prepared for their adult life: showing initiative, taking challenges, using creativity. They will have extensive and practical knowledge, will get the awareness of how important learning is but not only.Besides, we have scheduled an ICT workshop in Germany as early as December 2021 so that teachers involved can acquire new skills and integrate them into their daily pedagogical practice. Teachers involved in each partner school shall produce 12 lessons by the end of the project (2 lessons the first year, then 5 lessons each year after). They will use Blendspace, Kahoot, Thinglink, and Canva to elaborate professional interactive lessons and share them with the other partners on Twinspace. These innovative and engaging lessons will stimulate not only the target groups but all the other learners in their classes. Finally, all the health and diet recipes that target groups will produce within the partnership will be included in the magazine of the project. The practical advice of the nurse of the school and our local partners such as the dietitian nutritionist from the Centre Santé Jeunes of the French Red Cross will be also be published in it so that learners could refer to them and integrate them into their daily life.

Innovative Technologies for Active Language Class is a three-year ERASMUS+ strategic school partnership. It involved eight secondary schools from Czech Republic, France, Greece, Lithuania, FYR of Macedonia, Romania, Spain and Turkey. These schools were located in urban underprivileged areas where education and the fighting of failure was first priority. An important number of learners in these schools came from families with low opportunities for learning, self-educating or traveling. They often lacked motivation, were ICT illiterate and ignored the importance of foreign languages in the labor market. Therefore, our partnership primarily focused on these learners.On the one hand, we first intended to enhance these learners’ motivation and to allow them to develop their spoken English communication competencies. On the other hand, we wanted to offer them an opportunity to meet their European neighbors, to discover European cultures in native place, to put forward their own culture, and thus, build their European citizenship.To implement our partnership and hit our objectives, first we organized a five-day ICT workshop for teachers. They learnt how to use a variety of ICT tools. Then, we compared our teaching methods and exchanged our know-how. Besides, we organized four transnational project meetings which offered the teachers who attended them the opportunity to observe classes in the other partner schools and to compare. They had the chance to give innovative classes themselves to local learners and get their feedbacks. As regards to our learners, we first made preliminary assessments and rated their comfort/ability level on a number of skills. Based on the results we purposefully created small groups that blended abilities and backgrounds. Then, we incorporated team-building activities carefully adapted to their abilities and possibilities. Moreover, we incorporated learning activities based on the use of new technologies to facilitate the group work processes, and had them participate in video conferences and complete tasks using oral communication skills as well. Finally, learners participated in three ten-day language and cultural camps which were organized in different partner countries. These meetings put them in authentic communication situations amongst other European learners of their age. As a result, the partnership helped learners involved to develop oral communication skills in English and to acquire new competencies in ICT. It also helped them to broaden their cultural horizons, to foster tolerance and to build their European citizenship. Teachers involved were given the opportunity to develop their language skills and to learn how to incorporate innovative digital teaching tools in their practice to make their classes more engaging and more challenging for their students.

First of all; we were four and not five partners; due to the fact that the UK resigned after application and before approval of the project. At a time when more and more people do not believe in Europe anymore, we wanted this project to show how Europe is important to us and help our pupils to project themselves as European citizens.To do so,they reported on their past, investigated aspects of their future and created links between European past and European future from a historical, cultural, architectural and political point of view.For example, they reported on our historical heritage, on our « movers and shakers », on the main historical landmarks which helped building an European identity; but also cultural whether in art or architecture.Our students made plans for the future. Where will they be in 10 years. What does the future look like for Europe?As far as archtecture is concerned, the objective was to work on industrial buildings and their rehabilitation. We moved into the future and asked ourselves how can historic buildings be used in the future.About 150 pupils were directly involved in the project but all students of the hosting schols had the possibility to attend the major events.Our main objectives were to engage students in becoming better global citizens, help them have a better understanding of their own culture, of others’ cultures, to improve their skills whether in languages, ICT, public speech, communication. We tried to to prepare them for life beyondschool.The ultimate objective was to make pupils who are doubting their abilities realize that they have many skills. This challenging and motivating European project further enhanced the qualities they already possess and taught them new skills and broadened their minds.It was a highly motivating project for our students to be part of one team.We created a mutual e-magazine, the blog, the etwining platform and our differentpartnerships outside of school to achieve these objectives.