Not a So.Lo. Wave Erasmus Project

Project Title

Not a So.Lo. Wave

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 2017

Project Topics

This project is related with these Project Topics: Early School Leaving / combating failure in education; Recognition, transparency, certification; International cooperation, international relations, development cooperation

Project Summary

In the title, there is the essence of the project: “Not a So.Lo. Wave” dealt with the study of waves by listening to Sound and grasping the connections with mechanical wave propagation on a rope or on a slinky spring previously done with hand-on activities, Looking at some famous paintings to lead in students to electromagnetic waves and light in particular.
All of this, from the creation of CLIL lessons to the work with students, not in a Solo way but working in a team, for this is the best way for the propagation of energy, the good practices.
As among the 2020 goals in Europe’s vision there are the increment of 20% in STEM competencies and inclusion, addressed to more female students and to pupils with difficulties, together with inclusion of foreign students and internationalization, our project involved two complete classes in Licei Cartesio, in which some girls are included, one of them with special needs, and two other boys with special needs, mixed group of students by the Bulgarian, Latvian and Spanish teams, and mostly female students in the Romanian team, so to arise the sense of unity and collaboration.
Interest in STEM was stimulated by using new technologies and the innovative CLIL methodology, as well as a practical approach in group work, stimulating different Learning Styles, ‘learning by doing’, fostering critical thinking, stimulating to go deep in detail of a scientific topic.
The project started with one week of full immersion teacher training course about CLIL methodology held in the applicant school. Teachers from Spain and Italy agreed and organized the course in the first two months of the project and delivered it in November.
An extra partner of the Spanish team, coming from France, was included as a feedback of their project and practical participation in CLIL activities of breaking ice.
Then tasks were assigned to all partners which prepared the CLIL units, including activities, questionnaires, evaluation tests, assessment grids, and material ready to be shared, in order to have a clear idea of competencies to be acquired by students and assessed by teachers.
The Italian team both created and tutored the entire work, in order to have a homogeneous format.
At the end of May, there was a TPM, in STUCOM – Barcelona, to compare and assemble the materials and agree about a timetable to deliver the lessons to students in the following school year, including two short term student exchanges, and the final event, in which students would have shown their works and answer questionnaires. Families, local representatives, and Mass Media were invited to the final event. (an example:http://www.norbaonline.it/ondemand-dettaglio.php?i=78696)
By the end of the project, students became
– more curious in scientific issues and willing to exploit their new competencies in other STEM projects as the final satisfaction questionnaire shows
– aware of scientific interpretation of some natural phenomena, understanding what is traveling in a wave (energy, not matter), and good at predicting shape, equation and relationships between these and the peculiar characteristics of a mechanical wave, sound, and lightwave, a sit is shown by the comparison graphic between marks in the scientific subjects before and after the project. (https://drive.google.com/file/d/1YDLISGjFmtVssBVMuO9rmW47_o37mo_Q/view?usp=sharing)
– more fluent in general English and in the specific language
– aware of their own certified competencies
– more open-minded toward cultural diversities, less shy in acting in a group and in front of foreign people
– thirsty for culture (art and music)
Teachers became
aware of the quality of the innovative teaching methods;
feel more confident with CLIL methodology and willing to start/proceed in their training path to reach/enhance CLIL competences;
become promoters of CLIL methodology in their own schools, Regions, Countries as the new ERASMUS project from the Romanian partner shows, number 2019-1-BG01-KA229-062359_3 “The Da Vinci Code” which main objectives are to create new innovative approach methods by developing interdisciplinary lessons for key competence preparing 12 interdisciplinary key competences lessons, and STEM projects for project-based learning, continuing to contribute in tackling early school leaving.
All the partners delivered the lessons in order to take care of the evolution from LOTS to HOTS in the students, and take a pause, if necessary to rearrange the rhythm.
The mobility of students gave them the possibility to share directly their knowledge in Physics, Art and Music and to experiment life and culture of the other partners, also by mean of watching/performing traditional dances from the different Countries, visiting museums and exhibitions, listening to music.
The project has been monitored step by step by written tests or online tests, using the app Socrative for free, and the knowledge acquired was assessed also in the ordinary curricula of the students in the related subjects, or, if not present, like music, the general participation of the student to extracurricular activities was taken into account.
An initial investigation about the expected results and a customer satisfaction questionnaire at the end gave us the perception of the quality of the project, students had no idea of what CLIL was and at the end, they were enthusiastic of this different approach to important scientific issues by pleasant activities.
Products and results and videos of the final show were published on the schools’ websites and Facebook pages as well as on the e-twinning project connected to. Reports on local newspapers and TV networks spread it as well.
Free web-pages available at googling the keywords Physics – Waves – Music – Art – Dance – CLIL are still “at work”
Dissemination has been done in each Country by press conferences for the local media and other stakeholders, by taking part in Erasmus Days, with a presentation of the project in regional Media, on the website of the partner and coordinator schools, on Facebook and on the project site with materials in PPT and Prezi;
Dissemination was also done within the TPM and LTT of 2 Erasmus projects / “Start-up your career successfully” and “VR class for us”,in Romania and in a final Conference giving info about the main results and impact on target groups in Erasmus Day 2019.
Another step in dissemination in other schools has been done in “Marco Polo” in Bari with the official communication by the coordinator teacher Maiellaro in the Erasmus 2019-1-IT02-KA229-062251_4 “Abuse of New Electronic Devices” which aims to bring students to a consciousness of this problem creating a database, which, starting from their reality and comparing different realities, giving the students the possibility to guess what will happen in the world if this lifestyle will continue without recycling primary resources, and a first follow up is the new Erasmus project of Colegiul Tehnic of Rosiorii de Vede on the Erasmus 2019-1-BG01-KA229-062359_3 The Da Vinci Code, which main objectives are to create new innovative approach methods by developing interdisciplinary lessons for key competence preparing 12 interdisciplinary key competences lessons, and STEM projects for project-based learning, continuing to contribute in tackling early school leaving.
In these projects, five of the participants in activities of “Not a Solo Wave” from Rosiorii de Vede school have been included.
Other dissemination actions have been done to all the other teachers during official meetings and to students and families, by official communication means.
Other schools of the city and in net with the participating schools will be invited by web conferences or seminars. Another High school in Rutigliano, close to Triggiano in Italy, asked for information about our project and there will be a meeting to show how to use the ready CLIL lessons.
a “Not a So.Lo. Wave” CLIL Kit will be available with lesson plans, activities, questionnaires, evaluation tests, assessment grids, and material ready to be downloaded on Open Source Platforms or from the dedicated website in a few weeks. They will be proposed to the School Education Gateway to be evaluated and published as well.
In fact, Mrs. Maiellaro already had a lesson plan published on this platform, created with Learning Designer, and she is confident with that kind of work.
A promoting campaign was done on social networks and Erasmus+ taking part in the ERASMUS days on 10 October 2019.
The new way of doing Physics will be treasured in the following years and used also in other units as well as the interdisciplinary connections.
Contacts with the partner schools will be kept in the ongoing e-Twinning project.

EU Grant (Eur)

Funding of the project from EU: 129225 Eur

Project Coordinator

Licei Classico Scientifico Linguistico Cartesio & Country: IT

Project Partners

• Rigas 31. vidusskola
• Colegiul Tehnic “Anghel Saligny”
• Stucom SA
• Sredno uchilishte “Sveti Paisiy Hilendarski”