FROM COOPERATIVE LEARNING TO COOPERATIVE TEACHING Erasmus Project

Project Title

FROM COOPERATIVE LEARNING TO COOPERATIVE TEACHING

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: Quality Improvement Institutions and/or methods (incl. school development); Pedagogy and didactics; EU Citizenship, EU awareness and Democracy

Project Summary

The context of the project “From Cooperative learning to cooperative teaching” concerns four primary schools in Spain, France, Hungary and Italy, all of which are mobilized for the development of “plurilingualism” (defined in the CEFR – Common European Framework of Reference for Languages in 2001). The French school, at the initiative of the project, belongs to the network of associated schools of UNESCO. It is involved in projects that aim to take into account the native languages of pupils in order to build a multilingual and multicultural competence. The Spanish and Hungarian schools have bilangue sections. They both use Content and Language Integrated Learning (CLIL). The Italian school offers support for allophone students.

The objective of the project is to build and catalogue attitudes, knowledge and skills about cooperative work between students and between teachers in order to be inserted in a multicultural society respecting the Education for Sustainable Development (ESD) commitments included in the United Nations 2030 Agenda. This skill-building questions the respective role and the interactions between various players : students, teachers, parents, local and institutional partners.

This project concerns all students of the four partner schools, 42 teachers, the student’s families and the local and institutional partners of the educational communities. These are the fourth-grade students in France, Hungary and Italy and the sixth-grade students in Spain who will participate in the different mobilities by group of 5 for each nationality over the two years of the project.

The cooperative learning activities, listed in the School Projects of the four institutions, will be integrated into the various disciplines learning in accordance with the current programmes in each country. The teaching particularity of multilingualism, which is common to the four partner schools, will support these activities.
After each mobility, the student ambassadors, who have benefited from the trip, will share with other students of their belonging cohort their experiences recorded in travel diaries. The whole cohort will then communicate these experiences to the students of the entire school as well as to their parents and to various local and institutional partners. Teachers who have benefited from mobility will share their observations with all their team and will consider useful adjustments for the following mobility.

A two-year retroplan lists all mobilities for pupils and teachers and all planned actions. Each mobility will bring together teams of students and teachers from the four partner countries, creating plurilingual and pluricultural working groups.
Contacts between partners (students as well as teachers) will be regular via a dedicated space shared on the eTwinning platform. This specific digital space will allow students to share their productions throughout cooperative projects and federative events that will take place during dedicated European or global days or weeks. This space will also allow teachers to share their resources and thoughts on cooperative education.

By sharing with students from other cultures, students will become more aware of the need for mutual aid and cooperation. They will develop their metalinguistic abilities and strengthen mother tongue skills through multilingual activities. For French, Spanish and Italian students, these activities will also build skills of intercomprehension between several Romance languages. Moreover, pupils will realize the need to develop English skills in order to communicate successfully with a greater number of partners. This will also lead them to imagine new modes of communication (drawings, diagrams, gestures, and.) which is necessary in the context of an inclusive school. The various cultural perspectives will fuel the creative potential of the students. It will help them to relinquish stereotypes, develop critical thinking and sharpen the desire to learn.

For teachers, the exchanges will aim to emancipate from pre-eminent historical models of teaching, that participate in developing the competitive spirit and individualism, in order to build networks of reciprocal knowledge exchange. All the resources can be shared on a collaborative platform that may be open to other teachers in the context of vocational training.

The extended partnership with parents, local and institutional partners will help to strengthen links between the different adults involved in the education of children in a school community.

EU Grant (Eur)

Funding of the project from EU: 130351 Eur

Project Coordinator

école élémentaire La Genette & Country: FR

Project Partners

• Istituto Comprensivo Chieri 1
• CEIP DONOSO CORTÉS
• Cserepka János Baptista Általános Iskola, Középiskola és Sportiskola