M-INTernational Skills Improvement Erasmus Project

Project Title

M-INTernational Skills Improvement

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: Natural sciences; Quality Improvement Institutions and/or methods (incl. school development); Open and distance learning

Project Summary

Future generations with high STEM (science, technology, engineering and mathematics) qualifications are of great importance not only for the future of Europe but also in order to cope with upcoming problems (climate change, increasing population, food shortages, etc.).
The primary objective of the ERASMUSplus project was to increase the value of STEM subjects in elementary school education, improving the quality of education so that younger students are motivated to participate in the activities. The project payed particular attention to inspire more girls in the STEM area and to develop basic skills that encourage students to go on to study or work in this field.
During the project, teachers practiced their English language skills, experienced bilingual teaching, observed and compared lessons in different school systems. It was also important to gain an insight into other cultures and to develop an even greater interest in a common Europe.
The partner schools of the Buttenheimer Deichselbach School were a Turkish elementary school from Halkalı / Istanbul and an Italian elementary school from Mori-Brentonico. All three schools, although markedly different in size / number of students, have similar goals as part of their school development. The project topic Quality Development of Teaching in STEM, combined with more student-oriented teaching, including inclusion of new media, is a topic at all three elementary schools. Afternoon tuition (full day), additional offer of working groups, inclusion of special needs children and digital media equipment are part of the school programs.
The three training meetings held at the participating partner schools culminated at the end of a one-year intensive preparation period. The main idea of targeted preparation and development of teaching units carried out together and testing of the jointly prepared teaching materials, in conjunction with job shadowing, visiting teachers’ lessons and country of origin presentation, presentation and discussion of new ideas all largely enriched these meetings. In addition, the comparison of the different teaching styles and their impact on students provided many insights that can be put into action. During the school tours, it was possible to see good, practical ideas, which can be implemented in our own schools.
In retrospect, it has become clear to all participants, students and teachers alike, that a frontal teaching method, especially in the STEM subjects, is not very beneficial. There only seems to be a small advantage for very weak students. Group-based work has clear benefits: motivation, perseverance and concentration and, as a result, individual learning growth. The students worked and experimented with the prepared materials in an active and self-determined manner and the teachers supported them in the background. Working with a partner or in a group to develop a learning topic was a new experience for many students, but despite the language barriers, it was even possible for the mixed-language groups. The fact that girls were particularly motivated in science and technology surprised the observing teachers, the classmates, and probably the girls themselves. The importance of the English language as the basis for functioning communication was also very clear to them.
Therefore, one can now safely assume that at the three partner schools STEM (MINT) subjects will continue to enjoy a special status. All participants favour the action and student-oriented lesson planning with learning materials prepared by the teachers. All three schools have created a font of learning materials. The structural measures that have already been taken or are still in the planning phase support the high-quality implementation of STEM teaching in the three elementary schools.
In all three schools, the European idea has been strongly reinforced to parents, students and teachers. There is a further interest in co-operation between the three schools after completion of this project and further close cooperation in the framework of a new international ERASMUSplus project is planned.

EU Grant (Eur)

Funding of the project from EU: 73700 Eur

Project Coordinator

Deichselbach-Schule (GS) Buttenheim & Country: DE

Project Partners

• Halkali Cumhuriyet ilkokulu
• ISTITUTO COMPRENSIVO MORI-BRENTONICO