"Pedal for Better Learning ""Pedal for Better learning"" is the title of our project while our project integrates the use of short bursts of exercise in the classroom alongside the usual learning to help motivate students whom have lost concentration. As a school we have experienced that a 10 minute exercise pause on the indoor-bike-trainers gives students a learning-pause and after they are able to sit down and concentrate better. This project support all students but especially the inclusion of students with various behavioural difficulties. The pedagogical methodology is backed up by a study from the Sport University in Cologne, and this links the theory to the outcomes that we have experienced. It is our idea to bring this innovative pedagogical aid “Pedal for Better Learning” into other schools and classrooms around Europe so that other students that struggle with prolonged concentration difficulties have access to this unique idea. The micro-environment can experience greatly from the inclusion of bike-trainers in the classroom but we want to expose students to the macro-environment too. Therefore the bike-trainer is linked to a virtual-bike-track which allows the students to experience a bike ride in all sorts of terrain and countries and their cultural heritage. It is then a pinnacle aim that we work with other schools in the EU macro-environment so that students are able to have a deeper experience with other countries, in a geographical and cultural manner. This will be achieved because each school is able to plan, ride in real life, film and upload their own tracks for the use of other schools and the public. This process involves students and teachers and creates a whole new set of life skills including international communication, enhancement of technology skills, and use of varied technology, also they will learn about the limitations faced in filming on a legal front. Our project includes 3 schools and a total of 30 students and 10 teachers for travelling activities and can involve whole classes for virtual activities. The short term and long term results will be that every school uses the bike trainers in classrooms and that the students accept them as a help to be able to concentrate better. On the way, the students will have a better knowledge of the various means of technology that are included in the project which is important in our digital era. Another long term benefit is that the concept of health, fitness and wellbeing will be integrated into the standard classrooms and not only reserved for sports lessons.We are very happy that the project results corresponded very well with our plan. It was our short term plan that each school will use the bike trainers in their classrooms or in addition to their every-day school activities and this has been achieved. Our long term plan is that the schools will continue to use the bike trainers after the project end date, so far this is also the plan with our partner schools and the Nardini school. Another result that aligns with our plan is that the students shall have gained knowledge of various means of technology, which we find important in this digital era. This has also been achieved. Finally, a long term plan was that the health and well being of the students would be improved, and this has been seen in our students that now have more endurance in regular lessons as they are able to concentrate longer or to detect by themselves when they need a break from their sedentarism but also they are able to move better during our sports lessons because of the project."

“C4 skills” (communication, collaboration, critical thinking/problem solving and creativity skills) of students in order prepare them for a better future and also discover themselves deeper and closer to make correct choices for a more successful future life in terms of education and workforce.Teaching critical thinking and problem solving effectively in the classroom is vital for students because today’s citizens must be active critical thinkers if they are to compare evidence, evaluate competing claims, and make sensible decisions. Communication skills are closely related to collaboration skills, such as working effectively with diverse teams, making necessary compromises to accomplish a common goal, and assuming shared responsibility for collaborative work.Collaboration is necessary for students and employees, due to globalization and the rise of technology. A large group of diverse individuals will come up with better and more robust forecasts and make more intelligent decisions. Diversity brings multiple individual and cultural perspectives into the collaboration. As a result of students working collaboratively, the group can generate more knowledge, making collaboration a key ingredient to student success in today’s global society. As the project team, we want to focus on these skills in the real life and real class atmosphere with the guidance of teachers and with the participant of students in cooperation with 6 partner schools coming from different backgrounds, having different socio-economic status, facing common and different problems. Because we believe that if students leave school being unaware of their skills and unaware of the competences that our century looks for, they will be underprepared for the challenges of society and the workforce. In a world in which good design is increasingly used as a means of differentiating objects of mass production, creative, cooperative, communicative and critical thinking skills are highly desired in the labour force. In this respect, we will cooperate with each partner for innovation and exchange of good practices. So during our project, in meetings; 50 students from different socio-economic and cultural backgrounds; and 50 teachers who are experts in their fields will take part in LTT events with the project grant; and over 50000 people will be involved in the activities and be a part of project impact area (teachers and students those who don't travel but take part in the activities, parents and other close community).In order to achieve our goals, we planned a series of activities with a smart distribution of tasks among partner schools. At the beginning, the key staff studied the main skills in an integrated way by workshops and then we went deep inside each skill through different kinds of activities using the opportunities of our partners. We organized lessons and developed materials to focus on these skills. We enriched our activities with workshops, discussions, contests, excursions, oral presentations, media tools (film making), interviews, experimental works, robotics, drama, 3-D design, landscape, handicraft and kitchen work. Besides, we did surveys on some common European issues such as unemployment, immigration, agriculture and technology before each meeting and shared our findings with each other in order to gain a European view. While doing our activities, we followed a tripod methodology: 1) think-search-organize 2) try-create-discuss; 3) do-show-share. At the end of each meeting, we evaluated our results and took precautions for the next steps.With the help of our activities, workshops and team-building games, our pupils were more employable with their boosted self-esteem, developed skills of working as a team, 4C'S and fostered competence in English and ICT in a more tolerant manner towards different cultures and views. We shared our activities and results and experiences during the Project implementation process at local, national and international levels so that a lot of teachers and students can get benefit and have a different European dimension in their teaching-learning period.