life

The Mysteries of the Forest

The aim of the project is to make the students more sensitive about natural environment which surrounds them, especially forests.

1. Project summary
Summary: 




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April 2008 - finding a twin school, introducing the topic, discussion about the topic and getting to know – shering personal information between the participants and presenting general information about the students (sending emails with short information about the student and their families and adding the photos to the emails), the school, place and the whole region and country (sending emails with description of the school, the town, the map and the flag of the country, adding photos)

May 2008 - creating the guidebook about the region (interesting places),

June 2008 - creating articles about the role of the forest which will be presented in school’s newspaper and on the school’s website,

September 2008 - preapring PowerPoint presentations about: layers of the forest; different kinds of forests, plants and animals living in the forest, different kinds of trees which we can find in the forest, celebrating:

October 2008 - preapring a leaflet – ‘How forests should be protected?’,

November 2008 - finding and presenting legends about the region and forests; creating articles about how forests were used in the past,

December 2008 - creating a mini-storybook entitled: ‘My adventures in the forest ‘ with the stories invented by students,

January 2009 - making a project - ‘My favourite animal which lives in the forest’,

February 2009 - an art competition – ‘The forest from my dreams’(drawing, painting, etc.),

March 2009 - making sculptures from cones, conkers, acorns, leaves, etc.,

April 2009 – summary of the cooperation.

 

2. Country (City / Region)
State: 
Romania
City: 
Branesti
3. Company/organization/institute presenting the project
Organization: 
School nr.1 Branesti
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Vlaiculescu Liliana
E-Mail: 
liliana19i@yahoo.com
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 10 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
01/04/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 




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<!--[if !supportLists]-->-         <!--[endif]-->Biology – presenting layers of the forest; the role of the forest in our life;

<!--[if !supportLists]-->-         <!--[endif]-->Ecology – presenting the ways of how forests should be protected by people;

<!--[if !supportLists]-->-         <!--[endif]-->History – finding and presenting the legends about the region (especially the forests);

<!--[if !supportLists]-->-         <!--[endif]-->English – creating new legends about the region;

<!--[if !supportLists]-->-         <!--[endif]-->Art –  competition: ‘The forest from my dreams’;

<!--[if !supportLists]-->-         <!--[endif]-->I.T.– writing emails, finding information in the Internet, creating PowerPoint presentations

 

What does it try to achieve and how: 

Presenting the different kinds of forests, plants and animals living in the forest, different kinds of trees which we can find in the forest; making students aware about the need of  such protection :presenting how forests were used in the past and now:creating the story: ‘My adventures in the forest’, ‘My favourite animal’ – a description of the animal living in the forest :creating the sculpture from cones, conkers, acorns, leaves:

Which opportunities/problems does it address to: 

Branesti city is a natural zone with an old forest wich must be protected from deforestation and contamination.

Please explain what is unique or special in your project: 
Celebrating: World Earth Day (April 22nd), World Birds and Trees Day (May 10th) and European Birds Day (May 24th),



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<![endif]-->World Environment Day (June 5th),World Cleanliness Day (September 23rd),World Animals Day (October 4th),World Biological Diversity Day (December 29th),World Water Day (March 22nd)


10. Results
Describe the results of your project as per today: 




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  1. PowerPoint presentations, newspaper articles, a guidebook, a leaflet, legends, a mini-storybook, projects, pictures, photos, sculptures, films, presentations, articles on the school’s website

 

How does it fulfill the users’ needs: 




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The students must  be an environmentally conscious citizens of Europe.




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How many users interact with your project per month and what are the preferred forms of interaction: 

150 students, 16 teachears,parents

How has it improved the quality of educational and/or training services: 




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  1. - Students will improve their language skills

<!--[if !supportLists]-->-         <!--[endif]-->Students will be made aware of similarities and differences between Polish environment and Romanian environment

<!--[if !supportLists]-->-         <!--[endif]-->Students will become more sensitive about protection of the environment

<!--[if !supportLists]-->-         <!--[endif]-->Students will improve ICT tools

<!--[if !supportLists]-->-         <!--[endif]-->Students will learn how to be a tolerant citizen of Europe

<!--[if !supportLists]-->-         <!--[endif]-->Students will know detailed information about the forest and its role in environment in Poland and in Romania




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How has it improved the participation of professionals, children, youth and other stakeholders: 




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Name of the school partner: Primary School No 1 in Józefów, Poland

Coordinators: Aleksandra Rusak and Emilia Nielepko

 

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 




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<![endif]-->Tool ICT – e-mails, the Internet,, PowerPoint, Ms Office,


Describe how you measure (parameters) these results: 

 Work process – communication and cooperation through the Internet and emails every month.



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11. Sustainability
What is the full duration of your project: 
From 1 to 3 years
Is your project economically self sufficient now: 
No
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

The plan of project can be used by teachers in environment lessons and projects.

What lessons can others learn from your project: 

biology, geography, ecology, history, arts, english, ITC

We are available to help others starting or working on similar projects: 
We are not available to help others starting or working on similar projects.
13. Background information
Background: 

 Exchanging the messages from e-mails, the Internet,, PowerPoint, Ms Office every month.

Barriers: 




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Insufficiency self - finance; Low budget from municipal council
The School nr1 Branesti can not organize a visit in Poland.
The team of our school can not assure the conditions from partners to visit Romania.

 

 

Solutions: 

The school activities and projects must be financed from municipal council budget.

Future plans and wish list: 




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To be an Eco- Euro -School in Europa.

To collaborate in a Comenius project.

 

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Do you authorize the FMD to the treatment of your personal data?: 
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“Scopri il mondo, salva l’uomo”

L’Istituto Comprensivo Carlo Levi ha dedicato il Piano dell’Offerta Formativa all’intercultura e all’inclusione sociale nel biennio 2000/2002, alla comunicazione efficace nel biennio 2003/2005.

1. Project summary
Summary: 

“Scopri il mondo, salva l’uomo”292 è un laboratorio integrato diretto alla scoperta dell’alterità e delle diversità, nato dall’idea di progettare e realizzare un percorso comune intorno a un tema che tutte le discipline attraversano. È stato posto l’accento sulla dimensione corporea, sull’accettazione di capacità e limiti di ognuno. Dalla scoperta di modi di vivere diversi e condivisibili, le bambine e i bambini hanno imparato a relazionarsi, ad analizzare i loro bisogni e a superare
la paura a parlare di sé, ad affrontare le situazioni con il gusto del dialogo pacifico: “oggi i bambini, di fronte a situazioni problematiche, chiedono di realizzare un cerchio di discussione, prendendo l’iniziativa conducendo l’attività con padronanza”. Le bambine e i bambini seduti a terra in cerchio hanno ascoltato ed espresso pensieri ed emozioni a turno, in senso orario o antiorario, coordinati dall’insegnante. Per Carnevale, si sono dipinti il volto guardandosi allo specchio, sperimentando la pittura corporea. Il dialogo in cerchio e la pittura del corpo aprono al confronto con altre culture in cui tali pratiche sono molto diffuse, ad esempio quella degli yanomami, una popolazione della Foresta Amazzonica a confine tra il Venezuela e il Brasile. Gli yanomami condividono spazi e risorse dello yano, l’unica abitazione del villaggio, di forma circolare, di legno e foglie di palma, al centro della quale c’è un grande spazio aperto dove giocano i bambini e si
svolgono feste e riunioni. I villaggi sono regolati da un sistema di condivisione ed eguaglianza: gli yanomami privilegiano la strategia del dialogo per risolvere le questioni interne del villaggio ed esterne, con altri villaggi. Gli yanomami associano le piccole e i piccoli dall’età di tre anni al risci, l’animale protettore il cui simbolo portano tatuato sul corpo per tutta la vita.
Alla raccolta in Internet delle informazioni sulla cultura degli yanomami, le bambine e i bambini hanno partecipato lavorando individualmente da casa o in classe per gruppi di tre. Le attività sono state descritte nell’ipertesto La tribù dei robot, che è stato realizzato con il software Amico 4.0 (Garamond). Il titolo La tribù dei robot richiama una delle storie inventate: R4, un robot inviato dagli scienziati nella Foresta Amazzonica, dopo aver fatto amicizia con i piccoli yanomami che incontra nella foresta con il viso segnato dai colori dell’animale protettore, il risci, decide di restare nella foresta con i nuovi amici.

2. Country (City / Region)
State: 
Italy
City: 
Roma
3. Company/organization/institute presenting the project
Organization: 
Istituto Comprensivo C. Levi, scuola primaria
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Valeria Bonatti, Gioia Quarta, Evenia Prescenzo
E-Mail: 
iclevi@alice.it
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 10 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
01/09/2005
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

L’attività è basata sull’uso di tecniche come il focusing, il circle time e il cooperative learning, mirate alla discussione costruttiva, alla riflessione, alla cooperazione, alla risoluzione pacifica di problemi.

10. Results
Describe the results of your project as per today: 

La capacità di apprendere in rete è esercitata individualmente e cooperativamente. Essa ha avuto come fine la conoscenza di una popolazione lontana e difficilmente raggiungibile .Inoltre il progetto ha avuto un risvolto positivo nel campo dell’integrazione tra diverse popolazioni.

11. Sustainability
Is your project economically self sufficient now: 
No
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
We are available to help others starting or working on similar projects: 
We are not available to help others starting or working on similar projects.
Privacy Law
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the treatment of my personal data

WORKING WITH EMOTIONS: DELETING “I” AND BECOMING “WE”

A DEVELOPING PRIMARY SCHOOL CHILDREN’S INTRAPERSONAL AND INTERPERSONAL SKILLS

1. Project summary
Summary: 

The 7th Primary School is located in a poor region of Athens and counts a great number of children from low socio-economic status, with various learning and emotional disabilities. Teachers of the school realised the importance of including these children in the general school setting and decided to design a 6 month e-twinning project focusing on emotional intelligence, hoping that teching certain emotional skills would help children achieve academic and behavioral growth. They developed a collaborative consultation team with colleagues from European schools, as well as from their own school who worked together to plan and conduct an educational program on emotional intelligence. This team consisted of colleagues who had some technical expertise (special education teacher, psychologist, gym teacher, Primary school teacher, EFL teacher) and tried to identify and resolve problems, as well as provide feedback regarding program implementation.Working together, the team established objectives, identified program content, developed program schedule, implemented program and conducted summative evaluation. The methodology focused on activities that promote students’ intrapersonal and interpersonal intelligence in order to help them develop their self image and acquire positive attitudes towards the world outside their classroom. Each school implemented specific activities and published the results in the twinspace, while problems were discussed in the twinspace’s forum, chat and mail. The end product was an e-book that contained all information regarding program design, goal, objectives, methodology, timetable, activities, students’ photos performing these activities, as well as the evaluation questionnaires.

2. Country (City / Region)
State: 
Greece
City: 
Athens/Attica
3. Company/organization/institute presenting the project
Organization: 
E-TWINNING PROJECT
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
THALIA HADZIGIANNOGLOU
E-Mail: 
xenodohidis@hotmail.com
6. Website
The website of the project: 
http://7dim-ag-anarg.att.sch.gr
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 10 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
23/11/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

As explained, the project developed under the belief that affective learning should be an integral rather than supplementary part of the school curriculum, aiming at helping students develop their full human potential. Below, the goal and objectives of the project are presented.
Goal
This project aims at helping Primary School children develop their Emotional Intelligence (EQ), defined as a union of:
a) Intrapersonal intelligence (self smart) which is the ability to understand oneself, to know who you are, your strengths and weaknesses, your feelings and motivations.
b) Interpersonal intelligence which is the ability to understand others, interpret their behaviour, assess their emotions, motivations, desires and intentions and interact with them.
The project’s objectives are defined into three categories, according to Bloom’s taxonomy:
Cognitive
Students will be able to:
• Name, describe and write basic emotions (Knowledge).
• Distinguish, compare and discuss basic emotions (Comprehension).
• Examine and classify emotions into negative and positive (Application).
• Analyse and identify specific emotions (Analysis).
• Formulate sentences expressing specific emotions (Synthesis).
• Decide which emotions represent them in certain cases (Evaluation).
Affective
Students will be able to:
• Comprehend their own emotions and the emotions of others.
• Value their uniqueness.
• Recognise and promote their positive emotions.
• Develop their interpersonal skills.
• Learn how to solve conflicts.
• Become tolerant to individual differences.
Psychomotor
Students will be able to:
• Draw and paint pictures reflecting specific emotions (Artistic skills).
• Learn how to use the PC in various educational activities (eg. make Powerpoint presentations, create their own photo story)

What does it try to achieve and how: 

The project tries to maximize students’ academic and affective growth through a series of activities that focus on emotional intelligence. It is based on research evidence showing strong correlation between a child’s self esteem/image and academic growth. The following timetable provides an example of the activities implemented in the 7th Primary School of Agii Anargiri, Athens, Greece, during the EFL (English as a Foreign Language) course.

Which opportunities/problems does it address to: 

The project attempts to develop students’ academic as well as behavioral growth. It provides action steps that can be used successfully in different situations. Participating professionals in this project developed their own activities, expanded on the ones presented by others or used activities found in the literature review and implemented them in their own school settings.

Please explain what is unique or special in your project: 

Affective learning combined with cognitive growth is the unique element of the project. Through a series of activities, students improved their cognitive as well as affective skills. The project followed the interdisciplinary approach (e.g. maths through EFL-through the Wanted poster the students learned how to covert metres to feet), the communicative approach to Language Learning (e.g students had to exchange views to design the book on friendliness), as well as the principles of collaborative learning (students had to work collaboratively to complete certain activities). Students also developed their critical thinking (eg. dividing emotions into negative and positive), creative (e.g. writing their own sentences when putting on the feelings hats), artistic (eg. painting mandalas), ICT (e.g.creating their photo stories) skills, as well as important life skills (eg. communicative skills).

10. Results
Describe the results of your project as per today: 

Students improved their behavior and developed socially and academically. They developed a positive attitude towards specific courses and school generally. They were able to speak about their fears, strengths, talents without being afraid of rejection. They felt secure and confident in participating in teams. They developed friendships and valuable affective traits, such as empathy, understanding , acceptance etc. They developed their self awareness, learned how to cope with problems and valued their uniquness. The end product was the creation of three books: The friedship book/The book of my Friendly Acts/The book of “It’s all about me and my feelings”

How does it fulfill the users’ needs: 

Many problems in education could be avoided if our main concern for a child’ s academic growth was balanced by an equally strong concern for his affective development and his feelings for self worth as a person. This project aimed at providing students with intellectual as well as social and affective growth.

How many users interact with your project per month and what are the preferred forms of interaction: 

Students and teachers from participating schools regularly interacted using the project’s twinspace. Students were able to see the work of their partners and teachers to discuss problems and views.

How has it improved the quality of educational and/or training services: 

The student evaluation questionnaire was based on Kirkpatrick’s model.
Students were given questionnaires aiming, among others, at providing answers to the following questions:
• Did they like the project? (Reactions)
• What did they learn? (Learning)
• Will they use what they learnt? (Transfer of knowledge)
• Will they change? What is the impact to the school setting? (Result)
• ROI (Return on Investment). How will the school benefit from the students’ involvement in the project?
Students provided answers to the above questions which revealed ways they would use their knoweledge and make changes in their behavior. Thus, we were able to evaluate how the school would benefit from the students’ involvement in the project (ROI).

How has it improved the participation of professionals, children, youth and other stakeholders: 

All participants were able to benefit from the project: Students were able to develop academically and socially, receiving the best that a school, not a single teacher can offer them. Teachers were able to develop professionally, as planning and implementation of the program offered them the opportunity to be involved and think about their work. As a conclusion, we would dare to say that the whole educational and family system benefitted from the project.

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

ICT was the medium of teachers’ collaborative work, as the twinspace was the area for project design, publication of results and project problem solving. Students and teachers used ICT to see each other’s product (e.g. e-book on activities), while students developed their ICT skills by learning how to use search engines, create photo stories, make powerpoint presentations, develop their e-book etc. We might say that ICT was proven an excellent psycho-pedagogic tool in our project.

Describe how you measure (parameters) these results: 

The results are measured by two student evaluation questionnaires: One focuses on intrapersonal and the other on interpersonal activities, making an overall project evaluation, as well. Moreover, professionals involved in the project were able to make their own evaluation through the consultive collaboration scheme.

11. Sustainability
What is the full duration of your project: 
Less than 1 year
What is the approximate total budget for your project (in USD): 
Less than 10.000
Is your project economically self sufficient now: 
No
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
What lessons can others learn from your project: 

The project gives information on how collaborative consultation can be implemented in school settings and how emotional intelligence projects can develop students’ academic, social and affective growth.

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

Our project came about through real problems taking place in the school. We wanted to develop a vision of the classroom as an inclusive community; a community where everyone belongs, where the needs of all members are met, and where people care about and support each other. Our goal was to help students understand, respect, be sensitive to and grow comfortable with individual differences and similarities among their peers. We wanted to teach them essential life skills that would help them cope with life difficulties and develop their full human potential. Similar concerns by colleagues from other European schools (Spain/Italy/Bulgaria/Romania) drove to the development and implementation of the project.

Barriers: 

Barriers stemmed mostly by our lack of ICT tools within our school setting. Students had to work in large teams in front of a computer, while the teachers had to buy special computer programs to use in the program implementation. We also had to integrate the project in the curriculum and arrange our timetable so that we would be able to meet curriculum and project needs.

Solutions: 

To integrate the project within the curriculum, we had to carefully implement tasks as a follow up of the school subject activities. For example, the character recipe activity was used after a course based on how to write recipes. The lack of computers was solved by forming small teams that worked after the school lessons on the computer, with the aid of the teacher.

Future plans and wish list: 

Emotional Intelligence is a pre-requisite in a constantly changing world. Teaching young children intrapersonal (self awareness, self esteem, self confidence etc.) and also interpersonal skills (eg. conflict resolution) will help them succeed in life, develop healthy relationships and excel in their work careers. It is our wish that we could expand this project to the whole school and to other educational settings, forming an interdisciplinary team (psychologist, special education teacher, psychiatrist, social worker etc.) that would conduct research and disseminate results. Another wish would be the development of training programs for teachers to help them develop personally and professionally and become more effective in their jobs. These programs should be followed by teacher observation and support so that educators could discuss issues with professionals and thus avoid burnout. Finally, another wish might be the development of an e-pedagogy program on emotional intelligence and also an e-community of teachers designing and implementing similar projects in their school settings.

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Road Safety around the world

The road safety project encourages students at Ein Ganim and around the world to consider the dangers of road safety and to learn to take proper precautions in order to save their lives.

1. Project summary
Summary: 

The unit includes pictures of different schools and places from around the world involved in road safety. It includes student resources with worksheets, on line games, games that can be downloaded for class use, stories, poems, and animations. There is a section with student work from around the world where educators and students are sharing materials for everyone to share and from which they can learn. For the teachers there is a resource page with ideas on how to use the unit and materials for teaching in the classroom. Ein Ganim School has also been teaching road safety yearly as a part of the curriculum in every class in our school. Our staff believes in educating the children about saving lives and being careful on the roads to and from school, they will become aware and accidents will be prevented. A very special part of our site includes a road safety posty through which children can exchange emails and send cards safely and securely. The children from Ein Ganim School designed these postcards for their friends around the world. There is a game section, a credit section to all of the schools who have contributed to our unit and a contact section for future schools that will join us in the future. The idea was started and implemented by Marsha Goren. There is a serious problem in road safety and road accidents in Israel, I thought by inviting our friends from around the world to join us children would be motivated to learn and share their information together.

2. Country (City / Region)
State: 
Israel
City: 
Petach Tikva
3. Company/organization/institute presenting the project
Organization: 
Ein Ganim School
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Marsha Goren
E-Mail: 
gorenmm@zahav.net.il
6. Website
The website of the project: 
http://www.globaldreamers.org/road/index.html
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 18 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
01/09/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

I originally created and developed a curriculum about road safety, which is now part of the English curriculum in Israel. For me it was an opportunity to rebuild an existing curriculum and improve it with technology.. I also decided to expand my project by using the new road safety unit.. I have now built a learning unit which I hope will the save lives of Israeli citizens and our partners from around the world. Even if one life is saved, then we have served an important purpose.

The safety unit inspires students to take a deeper look at what causes road accidents. Based on their own research, and comparing road safety in other countries children learn and become aware of the dangers in our streets. Teams present their proposals to classmates and their colleagues from around the world.
Saving lives is the most important aspect of our project and children need to be educated so they may become better citizens in the future.

What does it try to achieve and how: 

It brings together a group of educators and children from around the world who are studying a subject which can save lives. This unit is very important and can be beneficial in many ways when educating children about road safety. By using technology children can study in many different ways with an international audience.

Which opportunities/problems does it address to: 

It addresses the problems of road safety and accidents which happen daily all over the world. It brings a solution to _the daily problems of being careful on the roads . Many young children have to cross in the streets on their way to school. They can also compare ideas from other countries and implement these ideas in their studies. Road safety is a crucial subject as it is life threatening and children need to be educated in as many ways possible so they will be accustomed to the dangers in the roads

Please explain what is unique or special in your project: 

The Internet has the power to bring everyone together and share the materials. The unit offers ideas to educators including a workbook which can be downloaded for teaching as well as student resources and games. The unit has more than twenty schools from around the world who have collaborated and shared their knowledge in such a unique way. It is unique as the unit can be used in any classroom in the world and can be translated into any language for teaching.
There is also a posty section where children have designed post cards about road safety and can send each other messages throughout the project.

10. Results
Describe the results of your project as per today: 

As of today we have started our unit in Sept. 2008 and more than twenty schools have taken part in the unit. Teachers have written to thank me for the book of worksheets that can be used in many classes and different age groups. This project can easily be done at any school anywhere.

How does it fulfill the users’ needs: 

It allows educators and children to work together in global collaboration about such a life threatening problem. Since the site offers learning materials and many ideas it can be adapted in any classroom anywhere. Children enjoy sharing knowledge and this can be seen by the great materials that are in the unit.

How many users interact with your project per month and what are the preferred forms of interaction: 

Teachers & Schools Who Helped
Marsha Goren, Ein Ganim School, Petach Tikva, Israel
Rosalija Baricevic, I.G.K. [Ivan Goran Kovacic School], Slavonski Brod, Croatia
Janet Barnstable, Percy Julian Middle School, Oak Park, Illinois USA
Amalia Casas, C.E.I.P. San Francisco Xabier, A Coruna, Galicia, Spain
Patrick Christofi, Zinon primary school Larnaca, Cyprus
Noreen Dempsey, Saint Patrick School, Carlisle, Pennsylvania USA
Katy Gittelman, Neve Oz School, Petach Tikva, Israel
Rick Glass, Harrison Elementary School, Warsaw, Indiana, USA
Tanja Gvozdeva, Rigas Skolenu pilsk, Riga, Latvia
Nazrul Islam, Bangladesh Relief International, Baridhara, Dhaka
Jamie Kennedy, Wichita Collegiate School, Wichita, Kansas USA
Judy Kinsey, Harrison Elementary School, Warsaw, Indiana, USA
Matt Kuntz, Lincoln Elementary School, Oak Park, Illinoios USA
Jill Miller, Heschel West Day School, Agoura Hills, California USA
Dev Shrestha- Progam manager, Chatting with my friend, Nepal
Fátima Silva, Centro Britânico Language Institute, São Paulo, Brazil
Mayra Soto Guzman, Academia San Ignacio de Loyola, San Juan, Puerto Rico
Maria Teresa, Liceo Classico "Duni"-Matera, Matera, Italy
Astrid Thiessenhusen, Grund- und Oberschule Schlieben, Schlieben, Brandenburg, Germany
Lieven Van Parys, Free Primary Schools, Meulebeke, Belgium
Milana Zubritskaya, Lyceum NSTU, Novosibirsk, Russia
Global Dreamers around the world care about road safety!

This list speaks for itself!!

11. Sustainability
What is the full duration of your project: 
From 1 to 3 years
What is the approximate total budget for your project (in USD): 
Less than 10.000
What is the source of funding for your project: 
Other
Other: 
Very small budget from the Municipality of Petach Tikva
Is your project economically self sufficient now: 
Yes
Insert date: 
09/01/2006
12. Transferability
What lessons can others learn from your project: 

Teachers only have to go on to the unit and take advantage of the wonderful activities that are ready. The activities include a workbook, games and online activities.

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Future plans and wish list: 

I would be very happy to assist anyone anywhere when it comes to educating children about road safety. There is nothing more relevant and important than saving lives.
I think this project is innovative and has great potential with involving schools from around the world.

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