We analyzed a first set of videos of our project (“Chemical bonds” and “Galileo”). Here you can see the mostly positiv reaction depending on learning effects.
During the third meeting in France teachers spoke about Erasmus+ project . We created a padlet to promote erasmus+ project in our French school.
Please click on the picture below to listen to the comments.
Note that as the targeting audience is French teachers, French teachers involved in Erasmus+ projects are speaking French.
Armelle (English teacher)
During these two years , working with teachers from different countries -teaching different subjects- and trying new teaching methods was an amazing experience.
First, learning about other European countries’ school system helps you question your own educational system.
Then, there was the job-shadowing experience. Attending classes where you don’t understand the language used is most interesting; as you can’t focus on the content of the lesson, you are forced to focus on nonverbal communication, which reveals a lot about students’ involvement in the learning process.
What’s more, all the new teaching methods we experienced have helped me take the plunge for new activities . For instance, I tend to use much more BYOD activities, I encourage students to move around in the classroom during the communication phase, recap, etc…
To finish, collaborating for a project with European partners makes you realize how beneficial it is to pool ideas and methods from different countries.
Magali (Physics and chemistry teacher)
Education is no longer just about “knowing”, the world of information has changed dramatically. Our students also need to learn how to discern, aggregate and synthesise information. So the way we manage education at school has to evolve. The challenge we have to face is that we are asked to assess students in a very traditional way (marks out of 20) and at the same time we have to help the students to develop new skills, such as communication, collaboration, creativity. This Erasmus+ project has been an opportunity for me to discuss about this issue with European science colleagues facing the same questions. I occasionally used the methods we have tested and discussed (flipped classroom, BYOD, problem based learning, science fair) . This project has convinced me to go further and to fully integrate them in my teaching methods, in order to match the new educational French reform which is scheduled for September 2018.
Ugo: meeting in Uden
Cloé: meeting in Uden
Meeting in Empoli:
Monia Boussettra: Moi et 5 élèves, on a été choisis pour participer au projet S.I.M.P.L.E, Erasmus, en Italie. Nous sommes restés là pendant environ 5 jours et pendant ces jours nous avons fait beaucoup des choses, dont, découvrir des informations toujours basées sur la science. On a visité Florence et Pisa, deux belles villes. Et on a vu un musée astronomique qui se situe à Florence et une grotte connue par l’unesco. Nous avons également exposé nos recherches, mais malheureusement nous n’avons pas gagné. C’était une expérience fantastique.
Valentin Gaillard : Pour ma part, ce « projet ERASMUS » fut une réussite et une très belle expérience. Le fait de mélanger différentes nationalités sur un même projet, d’échanger, de découvrir de nouvelles cultures a été très enrichissant et a permis de créer de solides liens entre nous. L’échange en anglais fut dans les premiers temps un frein au dialogue mais rapidement nous avons fait connaissance et l’anglais n’était plus du tout un problème. Je pense que cet échange m’a beaucoup apporté au niveau de la maitrise de l’anglais peut être plus qu’un voyage linguistique en Angleterre. J’avais déjà entendu parler des « projet ERASMUS » et cette expérience m’a été très utile- et me donne l’envie de pourquoi pas participer de nouveau à un prochain « projet ERASMUS ».
How the project has changed our way of teaching and thinking about pedagogical skills
I have found new methods to motivate all the students even those who aren´t interested in natural science.
I have trained the students to become more independent and reflecting researchers while learning natural science.
This project has made me reflect more about my way of thinking and why I teach the way I do in the classroom. It has also given me inspiration to use different methods.
This project has given me a wide network of collegues all over Europe with whom I can discuss teaching methods and get inspirantion from.
I am Donatella, one of the Italian Science teachers, involved in the SIMPLE project. As requested during the Montelimar conference I’m sending you a short statement about my SIMPLE experience. Actually I have been using some different teaching methods for many years: for example I often let my students watch videos on the Internet, without explaining anything to them before; the following lessons we discuss the viewed contents all together. However, for some aspects, the SIMPLE project has often taught me to explain and teach my subject in a different way. I mean that I would have never thought of making the pupils work in total autonomy on the design of an experiment or a scientific device or instrument or to build a three-dimensional model of a complex molecule. In this first year our students participated gladly and worked hard at their home and in their garages. Most of our school’s science teachers, me included, have then used these guys’ jobs to do their own lessons. And I must say that seeing all these articles (experiments, videos, models,…) has stimulated other pupils to take part in the project, for example pupils with not excellent profit or who don’t like studying. With this project many bored students were involved and I think that may be they have studied, for example DNA and its replication, with more pleasure and with less effort. I’m talking about DNA and its replication because my classes have tried to build a model of both processes and then they have produced a video on these subjects. In the future I think I will use the flipped classroom method more, that is several times during the school year, in order to stimulate my students’ deduction skills and make them reflect, without providing the theoretical contents of the topic before. In addition to this, in our school the experience of the Science fair will be repeated, hopefully every years, to stimulate interest throughout study of scientific subjects. After participating in the SIMPLE project I completely agree with a famous Italian saying, that goes: ”If I listen, I forget; if I read, I remember; if I do, I learn”.
What does SIMPLE means to me?
The Erasmus Plus project SIMPLE is a great experience. It was a challenge to work with science teachers who were not involved in former projects. I find it impressing, that so many teachers were interested in the project and everyone improved his skills on a different way.
Generally, Erasmus plus gives me the possibility to get to know teachers from other countries. During the project meetings we talk about our daily work at school and discover differences but also solutions for challenges appearing at school. The job shadowing enables us to get to know specific methods and skills and to learn from each other.
For me, I can say that on one hand my English skills improved very much and also I learned many things for my biology lessons.
All teachers profit from networking and sharing knowledge with people from other countries.
So they contribute to the common European idea.
Things that are changing in my way of teaching Physics since SIMPLE started:
- I propose more often to my students to work in groups
- I stopped explaining them “all” and let them build some physical concepts facilitating them with questionnaires, written documents, videos and discussions
- I propose more often to my students experiments to be carried out with easily available instruments during the lessons or at home
- I ask them to answer also theoretical questions instead of merely solving technical problems
- I ask my students to study some topics before we deal with them in class so that they can participate more actively in frontal dialogic lessons or work in groups in activities concerning the topics
- I ask them to deepen some topics individually or in small groups and to report about their work to the rest of the class in short lessons of about 15 minutes
When I accepted to be involved in this project as a Science teacher I thought that it could be a good opportunity to refresh my English and to know something about teaching methods in foreign countries, and indeed it was, but it was also much more than this.
During these two years I participated to two meetings, the first in Uden (ND) in Spring and the second one in Montèlimar in Autumn. I went to Uden with a colleague (an English teacher) and five students from our schools that were selected as the “winners” of our first Science Fair. It was really a great experience for all of us: the enthusiasm of all these students from foreign countries was contagious. They succeeded in understanding each other in English in a way that we didn’t expect, and collaborated to perform the activities that our Dutch partners proposed them. When we came back home, they had the opportunity to share this experience with the other students, during a special school day that we dedicated to this project, and I think that they were inspirational since now we have much more students willing to participate to the next Science Fair and to the last project meeting which will take place in our school in Spring.
The second meeting in Montèlimar (FR) was dedicated to teachers, and in such occasion we could share our experiences with new teaching methods, not just flipped classroom but also other different approaches in which students were intended as the main actors in the learning process. During this last year I tried to experiment teaching methods that I’ve never used before, also on the basis of what I had seen during the job shadowing sessions I attended both in Nederland and in France, and in some cases I found them useful. For example I’ve started to use videos (modified by using Edpuzzle platform to introduce my comments and questions) both to introduce a new topic and to verify comprehension. But the main change in my teaching method that I have derived from this project is a more “students oriented” approach, that means really trying to involve students in the construction of scientific knowledge. I should say that this does not work every time and with every topic, and that some classes react better than others , but it is worth trying.