Follow The Yellow Brick Road With MI Theory Erasmus Project

Project Title

Follow The Yellow Brick Road With MI Theory

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 : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2020

Project Topics

This project is related with these Project Topics: Key Competences (incl. mathematics and literacy) – basic skills; Early School Leaving / combating failure in education; Quality Improvement Institutions and/or methods (incl. school development)

Project Summary

“Follow The Yellow Brick Road with MI Theory” is an Erasmus+ School Exchange Partnership project for exchanging of good practices. The project lasts 24 months and involves 6 partners from: Spain, Turkey, N.Macedonia, Latvia, Poland and Italy. The background of the project lies in the increasing rate of academic failure and risk of early school leaving.

Our inspiration for creating this project is the children’s novel “The Wonderful Wizard of Oz” by L. Frank Baum. We aim to guide our students along “the yellow brick road” and help them discover their hidden talents. The motivation for our project comes from the poor learning environments that lack new methodologies and practices to help students fullfill their self-actualization which results in unqualified workforce and unemployment in the long term.

Project objectives:
O1) Giving our teachers the opportunity to take part in a mobility and cooperation program and improve their professional skills by sharing good practices on designing MI classrooms,
O2) Enabling our students to discover their potential and talents and learn the steps to achieve self-actualization.
O3) Enhancing the use of technology in order to set up international cooperation networks and improving the motivation and communication strategies among the stakeholders at school by the help of project-based learning.
O4) Developing European dimension in our school policies by strengthening the sense of European identity among stakeholders and raising awareness on shared values and individual liberties.

This project brings together 505 secondary school teachers, 40 other staff, 4535 children aged 11-15 and over 7000 parents and from partner schools will touch at least 1000 other teachers. Indirect participants including local authorities, community and interested parties are also beneficiaries of this project.

Our project activities cover 4 Short-term Joint Staff Training Events and there will be 4 short-term exchanges of groups of pupils. During and after the project, we will organize local events and monthly virtual meetings via eTwinning. The project activities and the methodology to be used can be grouped in four phases:
1) Exploring MI Theory: During the JSTEs and EGPs, teachers and students will explore different types of intelligences and they will reflect on the activities using their journals and also writing in an official online blog.
2) Designing lesson plans: After exploring activities, teachers will work in groups to suggest MI activities related to common topics of main subjects for 3 different grades. They are supposed to do the same with their colleagues at school and share their ideas through virtual meetings.
Students will present their impressions and experiences in different ways to their peers in partner schools through virtual meetings.
3) Implementation: This phase covers activities range from developing, testing and implementing curriculum activities though MI Theory, school level teacher trainings, seminars for parents and other interested parties. By the end of this phase, the final form of our outcome will be generated.
4) Dissemination: This phase will cover all dissemination events.
*Efficient project management ensured by the Management Teams of each school through the Implementation and Monitoring Plans.

The results and impact envisaged
R1) After all the LTTs, our teachers are going to design lessons plans in accordance with MI Theory and we will compose a handbook which will be our main output of this project.
R2) At the end of the project, we aim to achieve 10% improvement of the rate of the students that fail at main subjects and 5% improvement of the rate of the students that are under the risk of early school leaving due to academic failure,
R3) By the help of the evaluation tests, we will be able to analyse the impact of the project on school quality,
R4)the development of European dimension.
R5) One year later, we will analyse the rates of the students that pass the class, school attendance and rates of graduates’ continueing education after secondary school. With this data, we will able to measure the improvement.

The project will contribute to the development of the involved schools in many ways:
•The teachers will increase their opportunities for professional development, and also the teaching quality through the exchange of new ideas and incorporating other educational systems, teaching models and new technologies in their own classes,
•Students will increase their interest in further education opportunities, achieve higher personal skills and qualifications in order to successfully make their choices after graduation. They will also improve their knowledge of social issue, market opportunity and the importance of teamwork.
•The project aims to produce lasting results within the cultural approach that families, teachers and students adopt in their relationship with other cultures, teaching and learning techniques and towards EU integration

EU Grant (Eur)

Funding of the project from EU: 191927 Eur

Project Coordinator

INSTITUTO DE EDUCACIÓN SECUNDARIA ENTRESIERRAS & Country: ES

Project Partners

• Kandavas Karla Milenbaha vidusskola
• Istituto Istruzione Scolastica Superiore “Carlo Alberto Dalla Chiesa”
• Publiczna Szkola Podstawowa nr 2 im. Jana Pawla II w Szydlowcu
• Sehit Islam Akyuz Ortaokulu
• OOU Petar Pop Arsov