Riding the Rainbow to a Better Future Erasmus Project

Project Title

Riding the Rainbow to a Better Future

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 school education

Project Call Year

This project’s Call Year is 2014

Project Topics

This project is related with these Project Topics: Early School Leaving / combating failure in education; ICT – new technologies – digital competences; Entrepreneurial learning – entrepreneurship education

Project Summary

The thought behind this project was to introduce the idea of entrepreneurship to our students. Today’s economic market is changing rapidly so we wanted to familiarize the students with the idea of private initiative for economic growth. We decided to take everyday topics and have the students explore aspects of each in their daily routines. Once they had enough information they had to think of new ideas to set up a business so as to be able to make a profit. To achieve this, the students were introduced to the basic concepts of establishing a business. Thus, teachers created worksheets on business start-ups and templates which the students then filled out for each module completed as if they were setting up a business.

We decided on topics that could also introduce European history, environment, education and traditions. These topics drew upon the colors of the rainbow, a universal symbol of unity and diversity and used them as imagery in specific modules.
The worksheets created, attempted to focus on these issues both individually per student needs and holistically . The modules and activities planned, sought to develop a broad range of innovative teaching resources, that would improve teachers‘ use of ITC in the classroom and actually aid in their professional amelioration.

Objectives;
The main objective behind the project was to teach the students to understand their own personal skills and attributes and use them in potential future careers. We wanted the students to understand that liking a profession usually means that we are better at it.
We used teaching methods that focused on strategies to expand students’ critical thinking skills. Many of us tried a flipped classroom approach for some of the tasks. Having studied the demands of career portfolios for potential employees before designing the project we chose assignment s which would enable students to hone modern-day skills . The aim was to develop among our participants during the course of the project specific skills in the areas of research, data collection, collaboration and cooperation, media literacy and management. The students were also encouraged to develop better communication skills, work in multicultural groups and develop civic and social skills. Our objective was equip our students and colleagues with the fundamental skills to meet the demands of potential employers by acquiring new employability skills
The activities planned were designed so as to motivate and encourage students to perform the tasks while maintaining their interest.
The objectives the project concentrated on were to equip our students with skills that will enable them to achieve long term competencies. We therefore used a multiplicity of study skills such as the ability to interpret and apply information effectively, to find innovative ways to problem solving and task production, to promote communication skills and to adapt critical thinking procedures. The teaching methods used were flexible, differentiated and diverse and employed a range of 21st century learning strategies.

The project was composed of 7 schools as one of the partner school was not approved
The 3rd Gymnasio of Kalamata was the coordinating schools, a lower secondary school, Tallinna Pae Gümnaasium, Tallinn, Estonia, a Russian-speaking school with primary and lower secondary classes Šilalės Dariaus ir Girėno progimnazija, also a lower secondary school in Lithuania, Publiczne Gimnazjum w Tarnogrodzie, Tarnogród, Poland, lower secondary school, I.C.S. Gabriele D’Annunzio, Motta Sant’Anastasia, is a primary and lower secondary school, Scoala Gimnaziala ”Lucian Blaga” Farcaa- with students from kindergarten to professional school, their age ranging from 3 to 17, and Menderes Ortaokulu, İstanbul, Turkey also a middle school with students aged between 10-14.

Under the project activities we created questionnaires a project slogan and logo, Interviews of people in the community such as business owners, farmers politicians of the local councils and members of NGOs. Students used a different web tool. They completed worksheets on start up businesses. Meetings were held at schools to update our colleagues and workshops with our colleagues to demonstrate the ITC tools and web 3.0 tools we were using.
As stated we created a book of lesson plans for other schools to use. We also created Self -awareness questionnaires (student-teacher versions)- -Guides of our areas- student art work and artifacts on the project themes- -Digital cookbook –
Impact of the project: Students and colleagues gained knowledge of skills and dexterity ( use of web tools, building a webpage, writing a CV, research and presentation skills, etc
Understanding of entrepreneurship and basic business terms through the project tasks.
management and leadership skills
Development of teaching methodology through the emulation of good practice.

EU Grant (Eur)

Funding of the project from EU: 135374,28 Eur

Project Coordinator

3 Gymnasio Kalamatas & Country: EL

Project Partners

• I.C.S.Gabriele D’Annunzio (Motta S.Anastasia – CT))
• Publiczne Gimnazjum w Tarnogrodzie
• Silales Dariaus ir Gireno progimnazija
• Tallinna Pae Gümnaasium
• Scoala Gimnaziala ”Lucian Blaga” Farcasa
• Menderes Ortaokulu