Logic Games in Collaborative Education Erasmus Project

Project Title

Logic Games in Collaborative Education

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; International cooperation, international relations, development cooperation

Project Summary

The guiding principle of the project ’Logic Games with Collaborative Education’ was talent support with giant logic games. Detecting which area is a student brilliant in is easy today but deriving the greatest benefit from their talents is another side of the coin. We know that gifted students get easily lost if they don’t like their talent areas. For this reason, all the six participating schools aimed at boosting students’ mathematical-logical thinking in a joyful and action-oriented way to make them addicted to their talent areas. Enlarging logic games makes these games suitable for teams of four. The games are looked after and taught by students, the student experts giving a social aspect to the mathematical-logical promotion. It also needed engrossment to achieve a high level of knowledge of the games, an appropriate level of communicative language knowledge and self-confidence. Besides these, creation of giant games needs a collaboration of teachers, students and sometimes parents.
At the beginning of the programme there was a big difference between the partner schools’ practice in the field of talent promotion. The Hungarian school’s system of using giant logic games became the chore of the project promoting it to an international level. The partners required a tutorial-like transnational meeting to familiarise themselves with the method. The meeting was also an opportunity to set the framework of the whole program.
Following the transnational meeting we had 5 meetings over the two years of the project where the host schools introduced their educational and talent management programs and their games. We could learn that building and using games made students more open, creative and interested. To display the games a Game Party was part of each meeting where giant games were displayed and played by everyone. Finally, the host school presented their partners with logic games. At home students taught their mates how to play them and after practicing they organised a championship. After the first meeting there were two games chosen, Rubik Race and Rubik’s Cube. After the Belgian meeting the presented IQ was the chosen game and in Austria it was Ubongo. In Italy we voted for Jenga. The champions of the schools were played online to find the project champion. These games were played online via Skype which proved to be a mistake because six players playing in the same time was just a big turmoil. Changing to a round-robin tournament made it achievable but time management was a big problem. For the last two meetings we gave it up and were content with the school championships.
Each school had their enriching, relaxing programs to make the process of talent promotion complete. It is really important to direct student’s attention to their talent area but it is also a goal to make them all-rounders who will be able to give the right answers to the challenges of the labour market. In the Italian school sports activities, drawing with sign language and jugglary, in Manteigas percussion club and creation of a biological garden was in the centre. The Austrian school did Yoga, sound bowl meditation, body percussion, braingym, simple gymnastic exercises (INPP), the Belgian school preferred mindfulness activities and massage while in Milagrosa music, dance and games were the main activities. The Hungarian school organised summer Maths camps, Talent Days, juggling trainings and shows, visited the Maths Museum and an interactive exhibition on transportation called Mobilis in Győr.
A game booklet is the main outcome of the project along with a collection of good practices and a multi-language vocabulary of useful expression for playing games. We held game championships in the schools and online. Each school has built a series of giant games and plan to build new ones. Many diaries talk about what a unique feeling it was to get an insight to the life of their European fellows and their positive feelings towards the whole experience.
Game Parties became the favourite program of the meetings. They were perfect for dissemination and an occasion where parents and teachers outside the project teams could get first-hand information about the program. Having become stakeholders, they could understand its substantial value. In Hungary the English Game Party became an annual competition for the schools of the district.
Logic Games in Collaboration has reached its main goals to change school life by learning and following each other’s modern and playful way of talent management which increased students’ level of engrossment while it developed their social skills too. Collaboration was the key word in the title of the project and was in the centre of the program too. Collaboration made it possible for students to learn and teach games together, for teachers to share their ideas, for parents to enjoy the games their children introduced them. Those games which were produced with all these stakeholders’ contribution.

EU Grant (Eur)

Funding of the project from EU: 139045 Eur

Project Coordinator

Budapest XXI. Keruleti Vermes Miklos Altalanos Iskola & Country: HU

Project Partners

• Groupe scolaire A. Clausse Laveu 1
• Neue Mittelschule Pettenbach
• Fundación Marillac-Colegio La Milagrosa
• Agrupamento de Escolas de Manteigas
• ISTITUTO COMPRENSIVO DE AMICIS-DA VINCI CASERTA