Teaching for the Future Erasmus Project

Project Title

Teaching for the 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 2019

Project Topics

This project is related with these Project Topics: New innovative curricula/educational methods/development of training courses; Open and distance learning; ICT – new technologies – digital competences

Project Summary

The school is changing quickly, so now it’s necessary to re-analyze the classical theoretical models of approaches to learning and teaching, so as to be able to take advantage of the potential offered by new technologies.
In STEM subjects (Science, Technology, Engineering and IT), and indeed many others, lectures are still a major component of most school courses. In particular, STEM subjects contain an abundance of principles and (seemingly) abstract concepts which students need to ‘know’ before being able to move on to more practical, authentic applications. There is often a perceived need (by both teacher and student) for the teacher to personally deliver this content.
“Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (FLIPPED LEARNING NETWORK, 2014).
The “flipped” approach to teaching has become particularly attractive because of the availability of internet resources including audio and video on virtually any subject, frequently narrated by some of the world’s outstanding authorities. And the approach seems to have singular appeal to students in this electronic age where videos in particular have found a special place in the heart of the “Awesome Generation.” In the flipped classroom model, what is normally done in class and what is normally done as homework is switched or flipped. Instead of students listening to a lecture on, say, chemistry in class and then going home to work on a set of assigned problems, they read material and view videos on chemistry before coming to class and then engage in class in active learning using case studies, labs, games, simulations, or experiments. A guiding principle of the flipped classroom is that work typically done as homework (e.g., problem solving, essay writing) is better undertaken in class with the guidance of the instructor. Listening to lecture or watching videos is better accomplished at home.
According to this context, the core idea of the project come from the results of an analysis of pupils’ needs and the recognition of the fact that for many years the traditional teaching methodology transmission of knowledge has marked his time. This analysis has led to the highlighting of a pressing need for teachers to understand to intervene properly and allow the educational success of each student, at a time when technological innovations have greatly influenced the teaching part of school education.
Since the main priority of the project is promoting the acquisition of skills and competences through innovative practices and methods, Teaching for the future aims to develop a joint trial among project partners of the “flipped learning” approach in higher education STEM disciplines. In fact, the main objectives of the project proposal are:
– Promote an open and innovative teaching-learning process suitable for digital native generation.
– Experience the flipped learning approach in STEM subjects.
– Increase an open attitude towards teachers’ professional growth and become aware of how it can positively influence the teaching-learning processes.
– Facilitate the collaboration and sharing between teachers and promote the creation of working groups for self-training and production of teaching/learning materials.
– Improve the quality of educational planning.
– Foster meaningful teaching-learning processes focusing the attention on the students’ real education needs.
– Reduce abandoning school, failure and promote inclusion.
– Share and exchange best practices and experiences concerning flipped learning approach in high education.
According to these objectives the project will be carried out transnationally because it intends: to sustain and benefit of the successfull experiences developed at European level in the field of the flipped learning approach; to identify and define a specific operating model (including operational guide, eToolKit) to be disseminated at regional and transnational level through the Consortium; to define shared educational contents to be experimented with students of the schools involved and to be spread it to broader level.
The project foresees direct beneficiaries and indirect beneficiaries. Direct ones are the school staff (school principals, teachers), educators, trainers and researchers. Indirect beneficiaries are students and young people of the territories concerned, as well as all the public and private stakeholders interested in innovative methods in school education.

Project Website

https://t4f.associazioneeuro.org/

EU Grant (Eur)

Funding of the project from EU: 177372,2 Eur

Project Coordinator

EUREKA 21 & Country: FR

Project Partners

• Liceul Tehnologic Agricol comuna Barcanesti
• EURO
• MCG MANAGER CONSULTING GROUP SOC. COOP.
• Andragoski zavod Ljudska univerza Velenje
• BEST INSTITUT FUR BERUFSBEZOGENE WEITERBILDUNG UND PERSONALTRAINING GMBH
• Istituto Tecnico Economico e Tecnologico “Girolamo Caruso”