My teaching is innovative, my teaching is inclusive Des pédagogies innovantes, un enseignement pour tous Erasmus Project

Project Title

My teaching is innovative, my teaching is inclusive Des pédagogies innovantes, un enseignement pour tous

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: EU Citizenship, EU awareness and Democracy; Early School Leaving / combating failure in education; Pedagogy and didactics

Project Summary

We implemented our project as it was planned in the application form. Our partnership, “My teaching is innovative, my teaching is inclusive” involved 4 European schools (Poland, Sweden, Italy and France). 37 teachers of 4 schools have carried out this project for 1,2 or 3 years in their classrooms impacting directly 145 teachers and 2000 pupils (from 4 to 12 years old).

In each of our schools, early school leaving becomes more and more important. We so all felt the need to widen our research towards new pedagogies. This partnership allowed us to develop working habits in the use of more attractive, effective and innovative pedagogies for ALL the pupils. These new pedagogies enabled the teachers to experiment one GLOBAL project suitable for ALL the pupils, including pupils with learning difficulties or special needs. This partnership was initially mainly aimed to the pupils with special needs but we soon noticed that the results will be beneficial for all the pupils. Indeed the aim for all the pupils was improving their capacities of oral and written communication (whether in mother tongue, foreign languages or national language for the non-natives as well as the mother tongue for the children in situation of handicap or socially disadvantaged). Those new pedagogies, more pupils centered, have enabled pupils with special needs to improve their communication skills and in the same time have allowed the more scholar pupils to bloom and grow by discovering themselves in more open and creative activities. All of them could experiment successful activities, they developped their self-estim, autonomy and open-mindedness.

This Erasmus+ project enabled to transform these “experiments” into working habits. The three studied pedagogies have now an important role in each of our teaching practice and are regularly used in our schools : Moreover formative assessment, CLIL (Content and Language Integrated Learning), outdoor learning have been completed by the in-flip classroom organization and the developpment of the multiple intelligences.

For each of these pedagogies, a school of the partnership could position itself as an expert and so guided the other partner schools in their research and applications. Indeed the Polish school was our expert for formative assessment, the French one for CLIL, the Swedish one for outdoor learning and the Italian one for ICT.
During three years, nine teachers meetings (six transnational meetings and three learning teaching training activities) enabled us to discover and experiment those pupils centered pedagogies : theoritical presentations, lessons observations (carried out by the expert school or by other European partners) and practical implementation in some classes of the hosting school.

During three years pupils improved their language and communication skills by :
– living in their classroom more attractive, different, innovative and thus more rewarding learning situations.
– taking part to a pupils meeting (as visitors or hosts)
– studying the characteristics of their own country and discovering those of the other European‘s one :
> During the first year, they discovered European people and European habits
> During the second year, they observed landscapes and cities
> During the third year, they studied culture, children literature, traditional characters

Achieved results for the pupils with learning difficulties are :
– self-estim improved
– better relation with school

for ALL the pupils :
– improvement in oral and written language skills
– tranversal skills (learning to learn)
– ICT skills
– National and European citizenship

for the teachers
– expertise in implementing innovative and effective INCLUSIVE pedagogy

Those results are completely sustainable, because this project developed new teaching and learning HABITS for teachers and pupils. Teachers have now a different teaching position that has opened their mind for more pupils-centered lessons.

In each school dissemination actions (mainly regional or national workshops to inform about results and experience the innovative techniques) have been launched and will spread to more wide areas.

Moreover, a dedicated twinspace has been developped to present our results. It is organized each year in three parts :
– TEACHERS’ practice, to put on line the expert’s presentations and the lessons implemented in our schools or in the other partners’ schools,
– PUPILS’ activities and productions, to present the pupils’ productions to be shared with the other European pupils (lessons are described as well)
– in THEORY and in PRACTICE, to sum up the theoritical presentations and practical lessons during the year.

EU Grant (Eur)

Funding of the project from EU: 139355 Eur

Project Coordinator

Maternelle Saint-Jean & Country: FR

Project Partners

• Beckombergaskolan
• Istituto comprensivo 1°CD-Capraro Procida
• Szkola Podstawowa nr 15