"Starting from the idea that one of the key competencies of the 21st century is the mathematical competence, the 4 European schools considered necessary to brush up the teaching methods and open doors to educational innovation by taking Math outside the classroom. The fundamental idea to start up the present project was that about 73% of students from all the partner schools find Math boring and impossible to learn. In all partner schools were identified the needs to increase interest, curiosity and knowledge in mathematics, improve the mathematical skills of low achievers and create new materials in teaching math.Through ""I LOVE MATHS"" project we intend to raise students’ awareness andinterest in learning Mathematics.Specific Objectives:-support directly 100 students and 40 teachers to develop innovative cross-curricular materialsduring 4 international exchanges until 01.09.2021;-develop mathematical competence for the future to 80% boys and girls from 4 EU countries until01.09.2020;-stimulate curiosity and creativity among students from 4 EU schools by connecting mathematics to real life;-increase interpersonal and intercultural communication competence among 80% participatingstudents from 4 European schools until 01.09.2021;-improve mathematics assessment and learning using inquiry-based learning.""INNOVATIVE MATHS TEACHING” project is addressed to students coming from 4 Europeancountries and the direct target are students from secondary schools, in particular students who are11- 13 years old.There are planned 4 short term exchange of pupils (Romania, Greece, Turkey and Poland) The total number of participants who will attend themobilities is of 100 students and 40 teachers .The project promotes an innovative approach that will lead to increase students’ interest andmotivation in learning Math. The activities are designed to encourage learning by doing, bydiscovering, thinking skills, creativity, imagination, as well as, English and ICT skills.The implementation of the project is structured to achieve the project’s aims using the inquiry-basedlearning method. By tackling students’ curiosity in correlating math with the real world, they willdiscover by themselves the profound influence that math has on our daily lives.Four different topics will be approached during the 4 exchanges of groups of pupils: MATH & ART,MATH IS FUN, MATH IN MOTION, and MATH IN SHAPES. Students’ mathematical skills, curiosityand creativity will be developed using a cross-curricular approach. Students will be encouraged tosee the connection between Math and other school subjects like Art, Music, History, PE and ICT.Using games, team building activities, fundraising activities, surveys, Erasmus+ day events willsignificantly contribute to enable students to learn through an international context. All the project’sproducts will be created by students during the mobilities. During the hosting meetings the partnerswill attend lessons, will observe and exchange good practices and get more familiarized withEuropean educational systems.The school curricula will expand in accordance with the feedback and methods exchanged during themeetings.The following tangible results are expected during the project and on its completion: logo of theproject, presentations, a brochure containing poems about Math, a common song, a calendar of theproject, photos/ drawings, surveys about “Math in daily life - How Healthy Is Your Lifestyle?”, a travelmanual, videos (“Using History to Teach Math”), Geometric toys, bookmarks, leaflets,questionnaires, a booklet of the project and the final DVD of the project.The intangible results expected are: increasing mathematics competence, improving mathematicsassessment, stimulating creativity in teaching and learning math and developing motivation for usingcross-curricular materials and inquiry-based learning in the educational process.""INNOVATIVE MATHS TEACHING"" project will present a validated model of innovative and creativeinterventions for the development and improvement of teaching and learning Mathematics. ThisErasmus+ project offers a wide range of opportunities for self-development for teachers to beupdated with the last methods of teaching used in the European Union.The project team is very positive that the spirit of our international cooperation will be integrated intothe school curricula, leading to the internationalisation of the school, even after the EU funding isover."

"""Everyone is Welcome"" is a 24 months' project that is in Ireland coordinating and in partnership of Turkey, Italy, Poland and Romania.Not only in our schools, children around the world are excluded from their schools due to disability, race, language, religion, gender, and poverty. But each child's have the right to be welcomed and included growth, learning, development, going to school; teachers, communities and peers. The students in the background develop socializing, respect and understanding as they play together and learn. When they are deprived of the right to a quality education, they miss the opportunity to become productive and subsciriber adults. The focus of this project is developing a more effective inclusive education program at the international level through the exchange of good practice for students with disabilities or disadvantages in our schools; using art therapies for children with special education students and other behavioral, emotional or psychological problems and placing the inclusive practices into the curriculum.Our objectives are; -To improve opportunities for children with multiple disabilities to learn cognitive, social-emotional.-Increasing awareness of inclusive education, including promoting parental involvement in school.-Ensuring equality, social solidarity and active citizenship among students.- Creating safe and inclusive school environments for students with disabilities, disadvantages and special needs. -To reveal the strengths and abilities of students through art therapy.-To integrate fine arts and art therapy into curriculum to encourage inclusive opportunities,creating interesting lessons for students and give them a chance to work.-To strengthen positive behaviors through art therapy and artwork, helping students to learn important life lessons and social skills that will enable them to develop in all areas of their lives.-Using the fine arts on the European dimension to facilitate the inclusive education, sharing inclusive practices with our partners, gain knowledge and know-how.The target group contains disabled, non-disabled, students from different ethnic backgrounds and excluded by their peers who are between 9- 14 ages. We will use some methodologies such as workshop studies, team work, using ICT tools, collecting data, sharing experience, learning through fine art therapies, seminar, collaboration and working with mixed groups.In total 80 students and 40 teachers will participate to mobilities.We planned art, music, drama, sculpture and dance activities to develop the inclusive education. Expected results are;- The disadvantaged students who are physically, mentally, mentally or socially involved in the arts activities together with other peers, will further support students' progress and achievements and their skills will emerge.-Art therapy will provide an excellent platform to facilitate inclusive learning, encourage collaborative learning, and facilitate inclusive practices because of their inclusiveness.-Involvement in artistic activities will encourage creative expression and communication, as well as reinforce learning, growth and development. For example, when the dance and movement is integrated into the curriculum, the students will be able to use their minds and bodies. The visual arts and sculpture will develop students' problem solving, critical thinking and motor skills; dancing together will develop positive behaviors whilst working in collaboration whatever the differences are.-To recognize and accept each other's differences, make the teachers more prepared to teach according to various levels and needs, making them more experienced about inclusive education practices. Teacher profile will develop that all children can learn.-Teachers will learn different art therapies at partner schools, they will have deeper experimentation about inclusion and integrate them into the curriculum. Our schools will promote inclusive education through art therapy.Artistic therapies can lead to enhanced self-confidence and self-worth. Inclusion in the art classroom affords many opportunities for social interaction between students with disabilities. Teachers will understand that the classroom environment has the ability to influence student development. These activities provide opportunities for children to feel good about learningfrom one another and to experience the pleasure of togetherness. Togetherness allows the students to feel valued, supported and increases their self-esteem. Students will gain social/behavioral skills and communication. Friendships between disabled and without disabled students, and an unforgettable experience for everyone involved."

The SNIDeR (Special Needs, use ICT, Drop papers) project hopes to be a compass of new tools and methodologies to do an effective integration in classrooms of all students with special educational needs and without, introduce the idea of a Personal Learning Environment (PLE ) through the building of an electronic portfolio (e-Portfolio). The key words of the project are: ICT; colaborative practices; curriculum articulation ( languages, history; art; economy; biology; ICT).This project is complementary to other projects in the 5 partners schools, and we all want to improve inclusion education with ICT, know new cultures and share new ICT tools in innovational education. Each institution has a team of teachers with high skills in education and they decided to cooperate and share their good experiences. The project as different target: students with special needs, different countries and regions, that believe that local development bring global improvement and overall improvement brings local improvement. The applicant organization, Portugal, Agrupamento de Escolas de São João da Talha promotes an official education and training system. It has a deep experience in integrating ICT, using of b-learning and a good experience with special needs inclusion, social inclusion, racial, gender and linguistic projects. The other partners have experience in European projects and have the same goals on improving teaching with ICT and collaborative work.Besides the direct impact on the students and teachers participating, the project will have a direct and an indirect impact on the partner institutions on innovation in teaching: promote on service training for teachers, improve the teaching/learning environment, improve cooperation and collaboration between teachers and teachers and students, increase the use of new teaching and learning resources integrating ICT, use of new teaching and learning methods, greater commitment of students and parents, increase the number of successful students with and without disabilities, improved the quality of the education and inclusive education in partner institutions; make our schools a reference at the national level for the inclusion of students with special educational needs.The Project objectives pursued and achieved were:O1. Increase school success in integration of students with special needs in regular classroom;O2. Promote interaction between students with and without disabilities and teachers who act as role models for social, behavioral and learning skillsO3. Increase level of digital competence for teachers and students;O4. Reduce the weight of student backpacks by creating digital resources for learning;O5. Increase awareness to the sustainability of the planet by dropping paper;O6. Increase competence in communicate on foreign languages;O7. Increase teacher's professional competencies.The project has involved directly through participation in LTTA mobilities 57 students and 47 teachers.

Thisproject was carried out in order to fulfill the EuropeanCommission's 2020 strategy. Fourprimaryschools from Poland, Turkey, Greece, Italy and one kindergarten from Estonia cooperated with the project. The addressees of the projectactivitieswereaged from 5 to 9 years. The aim of the project was to improve the basicskills in the field of science, mathematics, language and technology of childrenthroughplay and to developprograms and sets of tasks in each of theseinstitutionswithinallclubs.The project was innovativebecause we developed and applied methods of comprehensive learning (combiningtheoretical and practical).We implemented the project in stages, and we shared the results of the activitiesduringteacherexchanges. We achieved the goalstogether and theirresultis a set of teachingtasksdeveloped by teachers from each partner country within 4 clubs.The Polishschool was the project'scoordinator. Ourmethodology of workconsisted in developing practicalexperiments and role playing by children. Teaching was a reflection of the theoreticalknowledgesituation, which was given in the curriculum for kindergartens and earlyschooleducation. Ourgoal was to combinebothtypes of knowledge and provideholistic learning. Childrenwere the main target group and the clubs' activitieswerebased on gainingknowledgethroughplay and experience. The teachersdevelopedpracticalexperiments for children and prepared a systematiceducational program. Childrenparticipated in clubs: natural, mathematical, language, IT. Through theseactivities we haveachievedourgoals:- we haveanactivepre-school and school environment in classes / groups,-we decided to interestchildren in the fields of mathematics, language, science, technology,-we strengthenedstudents' self-esteem and strengthenedtheirself-esteem,-we implementedgoodpractices and newmethods in partner schools,- we haveimplementedmethods of holistic learning,-we decided to develop ICT, languageskills and digitalskills of children,- cooperating with otherinstitutions (otherinitial and formalschoolsand informallocalorganizations, non-governmentalorganizations, parent-teacherassociations), we haveensuredlong-term dissemination of ourlastingresults.In each of the partner institutions, directaction - participation in clubs, a minimum of 80 students. A group of 8 teachers was established in each partner organization (leadingclubs). English teacher was responsible for communication and projectcoordination, mathematicsteacher for statistical data analysis and questionnaireassessment, ICT teacher to conduct (website, blogs, applications, etc.), psychologist and others. Total approx. 25 teachers in eachschool. Families of students (400 people) willcontribute to the introduction of knowledgeabout the host country and preparedishes for guests. The localcommunity (about 100 people), ielocalpress, municipality, school management and City Offices, contributed to the dissemination of the project to the widercommunity.Teachersachievedtheirgoalsmainlythanks to short-term teacherexchanges, duringwhichtheypresentedtheirworkresults in clubs and exchangedexperiences. The addedvalueconsisted in the use of modern teaching and learning methods, which was associated with the stimulation of teamwork in the team under the supervision of specializedteachers. The integration of goodpracticesused as peer-learning benchmarkshasalsocontributed to familiarizing with the advantages and limitations of othereducationsystems. The laststage of ourprojectis the prolongeddissemination of activities and results. We haveagreed on the cooperation of schools and assumelong-lastingrelationshipsthrough:- Project website and Facebook group, whichwill be supplemented with materials from partner schoolswhen the projectiscompleted.-Gazetki z clubsów as a presentation of the effects and description of the developed products.-School sister: implementation of informationabout the country of the chosen partner in educationalclasses.- Project magazines: willcontinue to be distributed in partner schools.- Photoreports (diaries) in each partner school to ensurefriendshipbetweencultures and prolongeddissemination.- Erasmus + cornerhasbeensupplemented with the effects of activitiesafter the end of the project.- E-Tweening - implementation of the project with the same title on the platform.- EST database.Thanks to the project, the partnerscreatedbothshort- and long-term results of ouractivities and achievedanimpact on raising the quality of education and improving the skills of ourchildren and ensuredcombiningtheory with practice (holisticmethod) as aninnovativepractice. The group on Facebook and Instagram, the projectwebsiteprovidedconstantaccess to informationaboutprojectactivities, the course and itseffects, and strengthenedourcollectiveimpact on the participants.

Innovative technological tools in creative teaching relates to tutors using imaginative approaches to make teaching-learning activities more attractive, effective and enjoyable. Nowadays, we live in Industrial 4.00 age so the innovative tools which make students to explore using these tools make awareness in their learning skills and competences. In horizontal 2020 EU targets in education aims to enhance technological usage efficiently in order that teachers should enrich their skills and competences in using technological tools with innovative ways of teaching. Neither the teachers have basic knowledge in these skills nor using technological tools in teaching-learning activities. With this project we aim to make awareness and draw attention on teaching- learning strategies and methods in digital era with flipped classroom thus, it is purposed to implement our project at international level. The project aims to make awareness of the importance for using technological tools integrated to flipped classroom model and make students to improve their creative thinking and problem solving. Each individual has different learning capacity, technological tools will give them opportunity to discover their learning needs, diversity of technological tools open new ways to their learning and consider their needs of learning.The studies which have shown good deal of positive results on trainings which is addressed to visuality and more than one sense of organs on learning. So, we should design innovative educating system which depends on technological tools. Our special objective is to ensure cross-cultural influence for the teacher and the students and gain EU vision, cooperation with EU countries, tolerance to European values. Also to access digital world and improvement of the international level of our organization and exchange good practices with partner countries and compare the different implementation, strategies and methods with other countries. The target group of the project are the involved secondary school teachers(on the total 60 teachers)will benefit from the project, they will improve their professional skills in the field of ICT and participate to the trainings and workshops exchange new strategies and methods from the partner countries. The target group of the project is 11-16 aged students(on the total 90 students and accompanying 36 teachers) will participate to short joint exchange pupils and take part in workshops and will get the opportunity to enhance their learning skills with the implementation of using different technologicaltools. In the project there will be three staff training LTT activities and three exchange of pupils LTT activities. The project applicant organization is Poland. Our project includes the countries Latvia, Turkey(Adana), Spain, Turkey (Datça) and Macedonia. Each project partner school is chosen by consideration of their background and experiences. Transnationally all the project partners will exchange cultural, social and language features. There will be an integration in social, cultural, foreign language and also usage of IT effectively; we aim with this project to serve to 2020 EU targets in education successfully. E-book of the project will be the most effective result of our project. All project activities and the results will be in e-book of the project and also it will be translated into all partners language. We will use qualitative methodology to evaluate improvement of all participants and childrens' need analysis, all kind of competence in general, personal, creative and occupational. Quantitative indication will be used to measure the quality of the training meetings by questionnaire after in each international activities completed, enrichment interactively of all the participants on their own practices, arising IT sufficiency, improving using English language, tutors' and pupils' competences and knowledge about using ICT and digital era, cultural interaction among the partner countries. We will use quantitative methodology to search the visitation to the web-site, etwinning portal and scientix EU webpage of the project ,the project activities and observation the project goals and effectiveness. All the project activities and results will be shared on project website, etwinning, scientix EU webpage, Erasmus+ Project results, School Education Gateway the dissemination and sustainable of the project thus the wide range of people can reach to the project easily and the project activities will be updated regularly during and after the project. The project will enable involved school teachers to acquire high quality skills, innovative approaches in teaching process and competences in the field of ICT and the students to enhance their digital literacy and creative thinking. At the end of the project we hope to have successful results in digital literacy and dissemination of the project with ebook, DVD, posters, logo, educational materials, egames, and animations.