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INTERNATIONAL VIRTUAL MEETINGS!
Online meetings of Erasmus+
Online meetings of Erasmus+
It was specially rellevant the participation of the Gambian school, led by Mr. Alasan Sey, teacher of 25 students, who took part in virtual activities, throughout different days.
Main richness of C2 was the participation of Gambian School of Mingdaw, which joined us with two teachers (one of them, Mr. Alasan Sey was schools' coordinator) and 25 students.
Activity was centered in sharing students' experiences during the pandemic. Following questions were provided to guide their reflection:
- What is the situation of the pandemic now in your country?
- How you felt during the lockdown?
- What have you missed during the restrictions?
- How has this context affected your relationships with friends and family?
- If your lessons have been online, what do you think of this way of learning?
Students had 40 minutes to discuss in groups. We used zoom platform which, thanks to Finnish school, had no limit of participants. Finnish teacher, Katrimaja Lehtinen-Itälä, organised students in groups of ten people, most of students weren’t alone in the group, for there was someone from the same country.
After the 40 minutes discussion in small groups we joined the big group once again. Then Portuguese teacher, Cristina Basilio, explained what we would do with piccollage, mainly postcards showing an optimistical view over future. The results were shown at the end of the meeting.
PARTICIPANTS
Portugal: involvement of the school psychologist, 6 Ts, Ss from different courses (25).
France: 5 Ss and 3 Ts, since many were already involved in other projects.
Finland: group of UNESCO Ts of different subjects will be involved; topics of the P may be introduced in regular classes due to Finnish peculiar school system. Also a T counsellor was included.
Italy: 2 whole class groups (50 Ss at the beginning), 3 Ts, of which 1 is
also a counsellor. 1hour/week scheduled for the project as part of their curricula.
Spain: 30 Ss as stated in the project, 5 Ts are being involved after being informed about the P. The results were with a presentation in Parents’ Council about the activities.
Integration of activity in regular activities of schools was possible because we met out of schools' timetables, so it was easier for all willing participants to take part in the activity. Gambian school was exemplary to us because they adapted to our needs, and were always willing to collaborate.
Presence of Gambian students helped to fight against “communaurisme”, the closed look on just one’s own culture, which leads to dividing society and causing misunderstandings and tensions.
On the one hand, students learnt that what we usually point as the “other” is not so different to us: all students, independently of their origin, could see through C3, that they shared same concerns about the negative impact of the pandemic, and at the same time found in each other the resilience to overcome it, through the production of postcards (with pic-collage) which turned into visual images students’ plans for a near future without covid.
On the other hand, students could also value how comfortable and favourable their daily environment is, in comparison to the precarious living conditions of Gambian students (whose school was in poor conditions, with many connectivity problems). Somehow it could help students not to be so materialistic and consumeristic and return to more human values, since they could feel they had a bond with Gambian students, who as them were eager to communicate and to share experiences and good emotions.
Gambian school offered us a lot in terms of intangible results, and we only missed not being able to help them in a tangible way, because their collaboration was disinterested and benefited us all as perhaps no other contribution did. Gambian teachers kept telling us that for their students it was an opportunity to participate in a European project, and that they felt motivated towards this possibility, which paid then every effort on their side. As said, SEE's participants are very much in debt with them.
Entrevista a la ràdio de Sant Esteve Sesrovires a 7 alumnes de l'Erasmus+: Sara Botello, Aina Bermúdez, Anna Vaz, Meritxell Giribet, Rocío Castany, Nadia Pérez
entrevista a la ràdio.mp3També, amb la resta de centres educatius hem creat un padlet per enviar-nos postals entre nosaltres.
Aquí trobaràs totes les postals que ens hem enviat:
https://padlet.com/aunelassila/f8xagfy8zpfhma5u
Entrevista de l'Adrià, el Gerard, i l'Edgar a tres de les components del Grup Eramus+: Cristina Campos, Carla Segura i Anna Vaz
Entrevista de l'Adrià, el Gerard, i l'Edgar a tres de les components del Grup Eramus+: Cristina Campos, Carla Segura i Anna Vaz
Qui som?
Som l’Adrià, l’Edgar i el Gerard, som els encarregats de fer una entrevista per a l’erasmus+, ser
la veu perquè la gent s’hi apunti.
En què consisteix?
Consisteix en viatjar a l’estranger per estudiar una setmana.
Per què serveix?
Serveix per relacionar-te amb altres països.
On es duu a terme?
És duu a terme a Finlàndia, Portugal, España, França, Itàlia, Irlanda, Alemanya... i més països.
En què consisteix la nostra tasca?
Consisteix en entrevistar l’experiència amb l’erasmus a unes noies que l’havien fet i així poder
expandir l’experiència.
Què volem fer o aportar.
Volem expandir aquesta idea per així incentivar a altres noi@s a apuntar-se i formar part de
l’experiència erasmus+.
Explicar l’acord que hi ha hagut entre l’Institut i l’entitat o associació per a fer-ho possible
(quines persones han estat les interlocutores).
Hi ha agut un acord amb l’Ariadna, Marta i la Carla perquè ens expliquin la seva experiència
amb l’erasmus+, no ens han pogut explicar molt pel tema del COVID-19.
Hem tingut contacte amb l’entitat/ persones externes? Com ha anat aquest contacte?
Hem tingut contacte amb l’Ariadna, la Marta i la Carla, sincerament a anat molt be i hem fet
bones amigues, m’ha agradat, són molt amables.
-Sabem quin ús s’ha fet dels nostres productes? (s’ha visionat el vídeo, posada la falca a la
ràdio, utilitzada la imatge del cartell per a la campanya, s’ha fet viral el nostre tik-tok??)
Nosaltres anàvem a anar a la radio, però al final no hem pogut anar a la ràdio.
Reflexió final. Valoració d’aquest projecte. Ens ha agradat fer un treball d’aquestes
característiques? Per què? Posa-li una nota. T’han quedat ganes de fer l’aprenentatge
servei?
Personalment m’ha encantat fer aquest projecte perquè a mi m’agrada molt el periodisme i fer
la entrevista m’ha agradat molt. Jo li posaria un 9 al projecte i desprès de fer aquest projecte
se m’ha quedat l’espina de provar l’experiència.
We appear in newspappers. Students, much though covid, are eager to participate and get to know international students (eben if it is online).
MEETING TO PRESENT POWERFUL AND INSPIRING WOMEN
Research and presentations on powerful and inspiring women from each country, collected in a padlet. The meaning was to realize that also women have done remarkable careers in politics, culture, sports and science. Making visible their achievements can encourage female students in their life. During the project we discussed domestic violence and the role of genders in families. When students got acquainted with situations in partner countries they could reflect on the situation in their own country.
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