Name of the project

‖For open future school‖

Good Practice Guide 1

Page

2019
 CONTENT

I. Introduction…………………… 3-4
II. Project activities …………….. 5-15
III. Out of classroom activities….. 16-22
IV. Conclusion …………………… 23

Publisher-Scoala Viceamiral Ioan Murgescu,Romania

Co-funded by the Erasmus+ Programme of the European Union
This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the
information contained therein.

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 I. Introduction

Our partnership includes schools from Bulgaria, Portugal,Romania

and Turkey that share common interests to remove obstacles to a
successful school, to remove inequalities in education .

The most relevant horizontal or sectorial priority according to the

objectives of our project;

1.Supporting schools to tackle early school leaving (ESL) and

disadvantage;

2.Promoting the acquisition of skills and competences;

3.Open and innovative practices in a digital era.

The project aims at developing and strengthening relations between

partner schools, sharing ideas , practices and methods to combat school
dropout, improve students' achievement of disadvantaged social
backgrounds through active involvement in European collaborative
project, with funding from the Erasmus +.

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The main project objectives are:
O1. Developing skills collection, comparison and classification of the Page

information, content analysis about the main topics of stainable

development, new energies , terrestrial and aquatic biodiversity,
nanotechnology and nanoscience ;
O2.Stimulate skills to use ICT tools and web 2.0 opportunities of English;
 O3.Improve the performance of students in science;
O4.Stimulate critical thinking skills and expressing views on
nanotechnology in the European context;
The target group of each school is composed of 12 students aged 10 -
16years and 13teachers.

Authors
Petroșan Daniela Scoala Viceamiral Ioan Murgescu,ROMANIA
Elisabete Teixeira Agrupamento de Escolas de Castro Marim, Castro Marim,
PORTUGALIA

Fatoş özbağ -Galip Çetin İ.Ö.O, Eşme, TURCIA

Krustenka Ivanova Secondary school "St.Paisii Hilendarski", Kresna, BULGARIA

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 I. PROJECT ACTIVITIES

ART WORKSHOPS- Christmas cards

KEY WORDS  Painting

 molding
 making handicrafts
ACTIVITY  to encourage and develop creative thinking
OBJECTIVE and creative expression
 to develop pupils’ neatness and concentration
ACTIVITY Pupils will be able to: • express themselves creatively
OUTCOMES • develop a sense for aesthetics • help others
 frontal

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FORMS OF WORK

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 individual
 pair work
 group work
LEARNING VISUAL – method of demonstration
METHODS PRACTICAL – drawing, painting and molding

ACTIVITIES Students will make Christmas cards using geometric

figures, Origami
  drafting, drawing and painting the initials and
miniatures
 painting using different techniques
 textile painting
 making the greeting cards and bookmarks
RESOURCES materials needed for individual workshops:
cardboard, colors, watercolors, brushes, colored
paper, beads, marker

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 ART WORKSHOPS
‖Dancing of the color on water‖

KEY WORDS  Painting

 sprinkling
 making handcrafts
ACTIVITY
OBJECTIVE  to develop pupils’ skills on art
 to develop pupils’ handcraft
 to develop pupils’ concentration and
creativeness
ACTIVITY Pupils will be able to:
OUTCOMES  develop a sense for aesthetics • help eachother
• get willingness of development of
their knowledge or abilities (new
information acquisition about
Ebru-art)

FORMS OF WORK
 individual
 pair work
 group work
LEARNING VISUAL – method of demonstration

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PRACTICAL – painting and sprinkling
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METHODS
ACTIVITIES Students will make Ebru works of art actively and
practically
 Students will make new figures or shapes on
water with different brush gestures
 forming or designing colorful patterns on
water by using different techniques (with
brush or biz)
  creating Ebru works of art by transferring
designs, patterns and motifs on paper
RESOURCES materials needed for the workshop: drawing, colors,
watercolors, brushes, sheets, cardboard, colored
paper

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 II. PROJECT ACTIVITY
―Biodiversity and Protecting Nature‖

KEY WORDS  biodiversity

 nature
 recycling
 protecting

ACTIVITY
OBJECTIVE  Getting to know the biodiversity in Pirin
mountains
 To develop pupils’ awareness of protecting
nature and the different species
 To develop pupils’ awareness of the importance
of recycling waste materials
 To develop pupils’ drawing skills
ACTIVITY Pupils will be able to:
OUTCOMES  present and talk about the biodiversity in Pirin
mountains (plants and animals)
 know how to protect our nature and the different
species
 to develop pupils’ awareness of the importance
of recycling waste materials
 gather waste materials separately

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 draw some posters to present the biodiversity in

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Pirin mountains
FORMS OF WORK
 Individual
 Pair work
 Group work
LEARNING  Visual – presentations.
METHODS  Practical – watching plants and birds in the
 mountains; drawing.
 Collaborative learning – the students worked
in groups and helped each other.
 Learning by teaching - the students prepared
and taught a part of the lessons about
biodiversity to their fellow students by
making presentations.
 Flipped classroom – the students prepared
some materials outside of class.

DESCRIPTION OF The students and the teachers visited the Visitors’

THE ACTIVITY center of National park ―Pirin‖ and got familiar with
the biodiversity in the park. After that they hiked in
Pirin mountains to watch the biodiversity. Then they
made some presentations about the biodiversity.
During the next activity the students worked in
groups and made some posters with information
about biodiversity and other ones with slogans to
protect nature and the species. Finally they drew
some four posters to present four types of species in
Pirin mountains (plants, insects, reptiles and bigger
animals).
RESOURCES Necessary materials for the posters: cardboard,
Crayons, sheets of paper, colored paper, markers.

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 III. Out of classroom activities

Teaching and learning can become inherently spontaneous and

student-centered when moved from the confines of the classroom into the
world at large. From the collaborative learning atmosphere that results
from the unique relationships developed outside the classroom, to the
deep learning that occurs when students must put into practice ―in the
real world‖ what they have theorized about from behind a desk, field
experiences are unmatched in their learning potential. Field experiences
early in a student’s career can be formative and can inspire students to
continue in a field.

National park ―Pirin‖-Bulgaria

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There are many ways to make learning extend outside the classroom:
 Field Trips
 Study Abroad
 Technology Outside the Classroom
 Place-Based Learning
 Assessment of Field Experiences
 Resources for research on Experiential Learning

Mahmu dia

Mahmudia –Romania

National park ―Pirin‖-Bulgaria

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 Technology Outside the Classroom

Today’s smartphones and tablet devices (iPads and such)

make it relatively easy for students to bring digital technology
with them when they leave the classroom. Once in the field,
students can use mobile devices—including ones they already
own—to engage in learning activities. Below are some examples
to help you start thinking about how you might use technology
outside your classroom.

Mobile devices have a variety of mechanisms for

collecting and sharing data. Even simple “feature” phones
can take photos and send text messages. Students can use
these devices to generate location-specific content whether
on a field trip or on their own

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ELPHRG01.wav

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Students pool their data, then analyze it using
geospatial visualization software while still in the
field. Many such specialized data collection and
analysis tools are developing mobile apps that
run on iPhones and other smart phones.
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IDEAS BY NATURE: A SUSTAINABILITY CHALLENGE

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 SEN Resources
Pisces Art Supplies and School Art Materials Featuring all your
favourite Art, Design and Craft materials, products to stimulate
inspiration and creativity in yourself and your students!

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Developed for children with Autism to prepare them for the
transition/move to secondary school.
This practical and fun resource includes school social situation cards,
thinking and problem solving cards and timetable questions.
It can be used individually or in small groups

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 Conclusion

Benefits for Students Who Participate in These Programs

Include:
 increase in student willingness to take courses outside of
their major
 increased confidence to travel abroad in longer-term
programs
 increased interest in interdisciplinary studies
 Increased skills of inter-cultural communication
 greater international or comparative understandings of
social issues
 a more sophisticated understanding of global social change
 greater understanding of inequalities and differences in the
world system

Changing lives, opening minds!

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