Continuity of our modul-TURKEY


EXPERIENCE THE MODULE

Teachers guide students in learning processes. They demand, promote, support, advise, encourage and comfort. Schools should promote students’ social learning, give them motivation and self-concept. Moreover, they should promote the acquisition of cognitive skills, reduce social disadvantage and help immigrant students with their integration to both school and social life. During our project, week-long transnational meetings took place in partner countries, in which a certain number of eager students were allowed to participate. The meetings worked on joint projects, fostered dialogue and familiarized each partner country with the other perspectives. The exchange of ideas, views and perspectives between the students of different countries through social networks was promoted. Strategies have been developed and various workshops have been carried out. Through this, we got to know the different aspects of cooperation during the project period. We tried to design our modules in such a way that all techniques and materials are as sustainable and as diverse as possible in order to address different learning types. Through this we wanted to create different learning motivations.

Our goal by applying the strategies based on the modules is:

To carry out projects with students on how to resolve conflicts fairly and non-violently.

– To promote students ‘social skills through interdisciplinary projects, to empower students’ self-esteem, and to convey values ​​that are fundamental to a fair and respectful life together.

– To make a positive contribution to learning through the use of digital media (smartphones, tablets, computers) in school.

We have to keep in mind what the students are doing and what they are doing outside the school.  In other words, digital media must be integrated into lessons and taken as an opportunity. Digital media does not replace the worksheet, or the teacher, but serves as one of many different tools the teacher can use.

-The fact that there is a final exam at the end of the school year and not several preparatory exams is a big fear-inducing factor. Students should be given the opportunity, especially before the final exam to practice what they have learned and to get feedback on their own learning progress. Examinations should end sessions and determine to what extent the candidates mastered the respective subject matter and whether they have sufficient competence for specific areas of responsibility. Preparatory exams should have the function of motivating them. Motivation is the motor for well-being and performance. That’s why motivated students are more successful in the long term than those who are intelligent but have no drive. – The findings of the Pisastudie and earlier observations at the school demonstrate that reading skills of many students are often insufficient, the vocabulary they use is severely limited and even in simple texts they have understanding problems, all of which have created the need to promote reading skills of the students. Our project gives us an exceptional opportunity to conduct a project with a strong international working group over three years. Our project theme gives us a chance to develop new approaches in collaboration with other European schools and with scientific support from various universities in the respective countries in order to best promote each student.  In order to work together on the project and the tasks given, we formed a club at our school and called it “Erasmus + AG”. We met regularly every Wednesday during lunch break. After some time our school gave us two extra hours as selective subject for the 9th classes so that we would have the opportunity to work longer and in a more detailed way for the tasks of the project. Our project offered interesting insights in this context. This project should be continued even after the official ending of the three years as an AG at the participating schools with a common management structure and should be part of the respective school programs.


In addition, reading hours for each half of the school year have been integrated into Literature curriculum to promote reading. Our project has promoted interdisciplinary thinking, creativity, innovation and entrepreneurship. We all have acquired knowledge in international project management. Through cooperation in international groups, intercultural and foreign language skills were acquired and deepened our experience. High drop-out rates are a major problem in many countries. Early school leaving is the result of a gradual process of alienating students from school, triggered by various factors such as lack of motivation, poor school performance, and so on. We hope that our handbook contains practical ideas and coherent background knowledge so that readers, teachers, school administrators, etc. can do everything they can to prevent school drop-outs.

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