Knowledge Without Love Will Not Stick Erasmus Project

Project Title

Knowledge Without Love Will Not Stick

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2016

Project Topics

This project is related with these Project Topics: New innovative curricula/educational methods/development of training courses; Key Competences (incl. mathematics and literacy) – basic skills

Project Summary

The title of our project “Knowledge without love will not stick” is a quotation by John Burroughs, an American naturalist. This quotation was our starting point of our project. As primary school teachers we had crucial impacts on our pupils. We had to find survival skills to teach them in order to make them keep pace with the rapid advances of technology. We decided on developing observation skills of our pupils’ to help them lead a successful life, via applying constructivist teaching methods, which enabled them to take part in the learning process actively unlike the traditional methods. In the traditional jug and mug method the teacher’s job is to pour knowledge from the full jug to the empty mug, pupils tend to forget what they have learnt easily. Pupils could not make any connections between what they learnt and real life. The main aim of our project was to develop pupils’ observation skills, to let them find out the beauties around them, and observe them. As a result of focusing on beauties and unique properties of their lives motivated them to think positively. Developing positive attitudes and affection to the observed ended in curiosity for learning more. Our pupils who were motivated to learn more loved the subject they were learning. The love towards the new knowledge led to a longlasting learning and helped them to become lifelong learners.
The participants of the project were third graders, who were at the age of 9 or 10, and their teachers at four primary schools of partner countries; Turkey (coordinator), Italy, Poland, Portugal (Madeira Island). Each partner country had contributed to the objectives of the project via fulfilling the tasks they had taken. Madeiran partners created a project website, Italians made the project brochure, Polish partners wrote an extra-curricular activity book based on the implemented fifteen project activities, and Turkish partners made a documentary film via combining the videos of the uniqueness of each country.The participants of the project are third graders, who were at the age of 9 or 10, and their teachers. There were two transnational project meetings.The number of LTT activities was two. 4 pupils accompanied by their teachers from each country attended the LTT activities. The main objectives of mobilities were to observe the other countries’ educational systems, teaching methods and be aware of the applications. Exchanging ideas, practices strengthened our teaching professions. Our pupils understood the importance of learning a foreign language and communicating in English motivated them to be more enthusiastic about learning foreign languages. The activities planned for two years were hands-on activities, which were the best applications of constructivism. The pupils made their observations within a disciplinary framework. They developed their abilities in observing, comparing, deducing, all of which led them to think critically and gained different points of views. Pupils employed “Mindfulness” in order to become a good observer, as it was mentioned on the book “How To Think Like Sherlock Holmes” by Maria Konnikova. The book guided us to integrate mindfulness practices into the project activities. Having been involved in virtual games, pupils lost their abilities to connect with the real world and were used to living very fast. Learning how to apply mindfulness helped students develop a deeper self-awareness, better control of emotions,improve concentartions, understand the abstract concepts such as; self-compassion,emphaty, gratitude and values. Both the teachers and the pupils benefited much from these practices. The Interaction with nature was an invaluable experience for our pupils, most of whom were addicted to televisions, video games, ipads.. Parents who were thinking that keeping their children inside, either by watching television or by playing virtual games were safer changed their opinions with the project activities implemented. Pupils went outside with their parents to make their outdoor observations, which strengthened their relationships and created a more positive atmosphere in their learning process. Observing how long a plant or a tree or an animal grew raised their awareness towards them and helped them be motivated to protect natural life. Connecting pupils to nature led them learn more explore and experience the knowledge by themselves.We integrated learning in the natural environment in order to diminish underachievement in basic skills. With the school garden implementations, each pupil took the responsibiliy of growing vegetables,fruits. As Einstein stated; “The important thing is to not to stop questioning, we encouraged them to be curious and ask as many questions as they can. In the long run we expect to bring up conscious citizens who will be concerned with their environment, social and economic issues and will have the capacity to solve the problems they face and lead successful lives.

EU Grant (Eur)

Funding of the project from EU: 68266 Eur

Project Coordinator

Naci Abay Ilkokulu & Country: TR

Project Partners

• ISTITUTO COMPRENSIVO EDUARDO DE FILIPPO-VILLANOVA
• Publiczna Szkola Podstawowa nr 2 w Strzegomiu
• Manor Park Academy
• EB1/PE São Filipe