Izmir Grundtwig Project

7/31/2019 Izmir Grundtwig Project

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Grundtvig Project Toolkit for Integration

Final Brief ofToolkit for Integration

Projects accomplismentby

Pilar CataoALDESOC

Madrid Spain2010-2012


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Associated nodes

o IES Avenida de los Toreros, Madrid (Spain)o ATIM RIOJA, Logroo (Spain)o Casa de la Cultura, Tunia (Colombia)


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Index

1.- A Brief2.- Aims3.- Work Plan4.- Accomplished goals5.- Accomplished tasks6.- Outcomes7.- Toolkit Meetings8.- Dissemination


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1.- A Brief(1)

We are likely to accomplish the end of two year's project entitled Toolkit for integration.Actually a sum up of our activities will either flow from proper interest and motivation,reflection , thinking, good or bad work or let it flow nowhere.

As partner of this project I've drawn interesting experiences out from the educationcentres we have visited during our face to face meetings which could be applicableto us, however new education trends start to be envisaged in the realm of learningby doing and cooperative learning methodologies thus becoming top priorityto our Spanish educative environment.


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1.- A Brief(2)

Within the context of the project we had the opportunity to enter in touch withcrafts&arts, literature, music, drama and theater and enhance communication skillsespecially related to spoken and written language, performing and acting experiencesduring the development of several activities and besides test the different sensitivities

of peoples within the art and craft exhibitions, seminars and music concerts. Inaddition I was fortunate to have access to relevant cultural and educational material

published by some of our gifted partners in facebook.


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1.- A Brief(3)

Target groups dismayed staff and learners by refusing to accomplish projecttasks as mobilities and abroad exchange. The cause for their refusal was theirfear to get in touch with unknown environments and people besides their lack ofconfidence on their teachers and tutor.These learners were students of basic

knowledge qualification . The majority of them were immigrants. Neverthelessdespite tough attitudes, rudness, idleness, changes, general educativediscontentment, including several strikes of the school community we hadtackled to manage almost all project activities as set in the work plan 2010-2012.


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1.- A Brief(4)

The above description of our living situation leads to highlight that currentchanges in today's society haven't reached education communities yet aspresumably they should have done despite everyone's agreement on theimportance of education and its role to play in the new society. In fact this

agreement is lacking on its application. We continue toofferour students andteachers little changes on the teaching &learning processes which don't affectreally the structure of education systems. On the contrary continue to reinforceold and awkward teaching & learning tools. On our point of view only a handfulof countries are aware of what is demanded by students and teachers andconsequently seeking for new methodologies to apply within a permanentchanging society. I appeal to All to a serious reflection and accurate thinking oneducation issues which would really gather the worries, demands and problemsolving on education affairs instead of burying the head in the sand and beignorant of the options open to them.


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1.- A Brief(5)

Now, briefly a description of our project. We have achieved to create digital learningtools which improved learners skills in computing , a push forward in theaccomplishment of skills in language , an introduction on education social practices, oncreative educative games played individually, in peers and in a group. These exercises

helped the learners to communicate better among them, to know and to be aware ofeach other permanently acting as a whole so leading to real integration.


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2.- Aims

1.- To foster the integration among groups at risk of exclusion broadeningcommunication, language and computing skills.

2.- To use learning by doing and cooperative learning network methodologies

3.- To use social skills dynamics as a fact of stimulus to self-confidence, mutual aid andawareness between learners and teachers and students likewise.

Each country with its multiple and proper experience, knowledge and artistic expertise,will tackle these methodological and score options with the groups chosen previously.


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3.- Work Plan: General Issues (1)

2010

August: Ideas and planning work among entities Aldesoc, ATIM, Casa Cultura Tunia.Septembre: Mobility:Exchange of ideas & commentaries, on further Agenda. Initial meeting in Berlin.October: Targetgroups, immigrants with basic knowledge skills. Work on line.

November: Time-table of Spanish activities Monitoring. Follow-up of on-going activities Checking officialdrama activities for learners.December: Computing implementation tools for Casa Cultura. Rethinking the activities of the project.Drawing a paper on the project. Learners tasks.Reports


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2011Jannuary: Communication tools: a mailing list for Spanish associated nodes. Monitoring. Blogactivities.February: Further on going activities on language and communication skills. Start of drama sessionswith learners. Drawing up the Agenda.

March: Organization and hosting of2nd toolkit meeting in Spain Accomplishment .Agenda, MinuteTexts to upload in projects website. Videos.April: Ongoing learners activities. Dynamic activity conveyed in the Spanish mailing list. Video sCommunication tools: Spanish BlogMay: Presentations and follow-up of projects activities and presentations.June: Follow-up of on-going activities, Report in progress. Drama performance by learners.October: Introducing each learner one to another. Reciting poems. Montage of Photos introducingmusic, and recording picturesNovember:Time-table of Spanish activities Monitoring. Follow-up of on-going activities Checkingofficial drama activities for learners.December:Computing implementation tools for Casa Cultura. Learners tasks. Reports


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2012Jannuary: Communication tools: a mailing list for Spanish associated nodes. Monitoring. Blogactivities.February: Monitoring. Blog activities.

March: Accomplishment .project's Agenda, Texts to upload in projects website. Videos., picturesApril: Ongoing learners activities. Dynamic activity conveyed in the Spanish mailing list. Video sCommunication tools: Spanish BlogMay: Presentations and follow-up of projects activities and presentations. And editions.June: Playwrights edited and advertised. End of project with learners. Certiifcates of project, notesand end of the current course


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3.- Work Plan: Grammar activities

2010October: Introducing each learner. Reciting poems. Reading tale Dog which didn't know how to barkMontage of Photos introducing musicNovember:Creative writing from A to GDecember: Creative writing from H to M J

2011Jannuary: Creative writing from K to MFebruary: Creative writing from N to PMarch: Creative writing from Q til TApril:Recited poems by learnersMay: Reading poetryJune: End of activities

October: Creative writingNovember: Creative writingDecember: Creative writing

2012Jannuary: Creative writingFebruary: Creative writing


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3.- Work Plan: Digital tools

2010December: Blog, mailing list, magazine published by Atim Between two borders, an article onToolkit project was published

2011Jannuary: Blog, mailing listFebruary: Blog, mailing list, recording videos, photosMarch: Blog. Mail list. Recorded videos, pptApril: Uploaded material in Spanish and English (Blog)May: Blog, ppt presentations, recorded videosJune: End of activitiesOctober: Nodes-cooperative learningDecember: Blog, mailing list, photos

2012Jannuary: Blog, mail list, ppt, facebook recorded videosFebruary: Blog, mail list, ppt, facebook recorded videos, human rights debate+video, editing a magazineMarch: Blog. Mail list. Recorded videos, ppt, facebook, recorded videosApril: Uploaded material in Spanish and English( Blog), editing in facebook, ppt posterMay: Blog, ppt presentations, recorded videos, videos+ debateJune: End of activities


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3.- Work Plan: Video calls

2010August: Among nodes (1)Septembre: Among nodes (2)October:AmongnodesNovember: Cooperation among nodes. Looking for acting experiences

2011Jannuary: With Colombia on stage design. With Italy on Radio in InternetFebruary: CallGroup conversation on project stuff and edition designJune: End of activitiesSeptembre: Among nodes (1)October: BlogNovember: Cooperation among nodes. Looking for acting experiences

2012February: Among nodesApril: Among nodesJune: End of activities


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3.- Work Plan: Computer activities

2010August: softwareSeptembre: softwareOctober: Creating a Blog

2011

Jannuary: Uploading stuff, recording videos, taking picturesFebruary: Developing digital skills and toolsMarch: Completing ppt skills and preparing ppt presentationsApril: Dynamic activity conveyed in the Spanish mailing list.May: Uploading daily news on the BlogJune: End of activitiesSeptember: softwareNovember: Blog, mailing list activity, ppt, debates, teachers strikeDecember: Learners uploading material. Blog, mailing list,

2012Jannuary: Uploading stuff, recording videos, taking pictures, edit in Blog and facebookFebruary: Uploading stuff, recording videos, taking pictures, publishing facebook and blogMarch: Completing ppt skills and preparing ppt presentations, uploading learners stuff in BlogApril: Dynamic activity conveyed in the Spanish mailing list, blog and facebookMay: Uploading daily news on the BlogJune: End of activities


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3.- Work Plan: Games play

2011Jannuary: Playing using gestures, Dilogue & preparation for a playwrightFebruary: 10 minutes practicing social skills by playing gamesMarch: 10 minutes personal and social skills

June: End of activitiesNovember: Communication skills, language skills in EnglishDecember: Communication skills, language skills in English

2012Jannuary: 10 minutes practice communication and social skillsFebruary: Playing using gestures. DialogueMarch: 10 minutes personal and social skills

April: 10 minutes listening to songs related to younger activities+ debateJune: End of activities


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3.- Work Plan: Play wrights

2011Jannuary: Visiting outdoors A theatre from 16th century in AlcalaFebruary: Preparing dialogues to learn and writeMarch: Posters design on theatre playsApril: Preparing dialogues for the play

May: playwrightsJune: End of activities

2012Jannuary: Preparing editionFebruary: Preparing editionMarch: Preparing edition and advertising

April: End of edition


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4.- Accomplished goals

o A playwright entitled The lift written and performed entirelyby students.o A description in depth of precolombian findings, performances at open air in Tunia,school of arts and drama and intercultural feedback with local and regional populationof Tuna, catalogue of four thousand books of historical and social value for the regionon digital support.o Use and management of mailing list.o Use and management of the Blog.o Use of ppt to work on presentation for meetings and in class.o Foster English and Spanish language skills.o Use of videocall communication among nodes and among partners and students.o To learn to argue on different topics concerning younger issues .

o Role play games.o To learn to use social network as facebook.o Use of multimedia devices.


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6.- Outcomes

o Communication tools: Toolkit, mailing list, Blog, video calls, ppts, multimedia work,o Drama performances and acting..o Associate nodes response and behaviour, learners soft indicators-as self-confidence,o Mutual cooperation, Spanish and English language skills, Internet learning exchanges,

o Multimedia work , social skills and drama performance.o Work plano Evaluation and questionnaires


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7- Toolkit Hosting Meeting

Spain hosted the second Toolkit meeting held at ATIM association in Logroo (La Rioja)from 23-26 March 2011( see Minute) . 20 participants.


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8- Dissemination

o Website of the project (www.toolkitforintegration.com)o Website of Aldesoc (www. Aldesoc.org)o Blog of students(www.toolkitproject.es)o Magazine Between two borders edited by ATIM

o Local newspapers Noticias de la Rioja & Quo Facebook (Toolkit Spanish group)o EST


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Many thanks,

and good fortune for the times to come.


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Grundtwig Project Toolkit for Integration's

Documents

Izmir Grundtwig Project