E-MOTIONS Erasmus Project

Project Title

E-MOTIONS

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: Gender equality / equal opportunities; Inclusion – equity; Quality Improvement Institutions and/or methods (incl. school development)

Project Summary

We had proposed a project based on Emotional Education. We had detected an increasing need to work on aspects related to the emotional development of our students.
Our main aim was to investigate through practice and impact on the training of our teaching staff in the different aspects related to emotional education. In this respect we were willing to develop and implement a programme that would involve the whole educational process of our students and in a way in which students cohesively and transversally can take advantage of the many opportunities offered to them on a daily basis in the school context to bring these aspects to life giving them the importance they deserve as an integral part of our educational strategies.
As the final product of our project we have developed a global emotional education programme that would bridge the emotional gap we observe in our students in a way in which it could be extrapolated to wide and diverse school contexts and situations.
Four countries participated in our project, Spain, Poland, Slovakia and Italy. The schools were very different and worked with students from different age levels. All had previous experience in European Projects. One of the schools had collaborated with us in the past in another project.

The main activities carried out in this project were:

– Courses/Workshops about Emotional Education: Each partner carried out during the first phase of the project, one o several training courses that enabled staff members to create a common framework of knowledge regarding Emotional Education which served as the starting point from which the experimental stage of the project was developed.

– Transnational Meetings (Job shadowing experiences): two teachers from each of the participating countries visited two schools in order to observe how other teachers carried out their work in the classroom and developed their daily activity. We analysed the aspects observed in relation to emotional education considering the particular socio cultural characteristics and together established a common framework of needs and characteristics.

– Educational Intervention Initiatives at the same time the job-shadowing experiences were taking place, teachers in schools (with the training acquired in the first phase), elaborated educational intervention initiatives in the form of independent programmed activities to be carried out within the school timetable.

– Short-term exchange with students: Learning Teaching and Training Activities: In this phase of the project teachers and students from the different participating schools shared ideas and developed common activities in which they took active part by putting into practice all the accomplished until then.
Four transnational meetings were carried out in which different activities were shared:
– Italy. cooperative activities and/or and games.
– Slovakia. activities related to the acquisition of the necessary social abilities to express emotions in a way to avoid conflict.
– Poland. role play situations that required a resolution of conflict. A debate took place in order to provide different possibilities of resolution to each situation.
– Spain. communication of emotions through the use of different languages: verbal, body, gestural, artistic and musical. The drafting of a final document that collected the activities proposed throughout the project and the conclusions reached.

As a result of the development of this project we have strengthened in our educational communities a better attention and greater presence of the emotional aspects within the educational process as an essential part of the comprehensive training of our students and as an enhancing factor of learning in any context or subject area.

Together we have elaborated an Emotional Education Plan which has been introduced in each of the participating schools, forming a relevant part of their Educational Projects, adapted to the specific organisational and legislative nature of each school and in accordance with each national Educational System it belongs to.

Furthermore, this Plan can be directly included in any educational programme only having to make the necessary contextual adaptations to suit their needs.

Our Emotional Education Plan has had a positive impact on our students’ personalities and the general climate of our schools as ideal places for learning and coexistence, improving students general performance and promoting our students’ full development as persons.

EU Grant (Eur)

Funding of the project from EU: 95125 Eur

Project Coordinator

C.E.I.P. JUAN PEREZ VILLAAMIL & Country: ES

Project Partners

• Zakladna skola Marie Medveckej
• Gimnazjum w Halinowie
• Istituto Comprensivo Confalonieri Milano