Global Education & EuropeanTeaching Strategies

PROJECT ASSESSMENT

 The aim of the project evaluation has been to assess the implementation and impact of the project including its strengths and weaknesses,

 lessons learned and best practices, as well as the analysis of the results achieved.

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 The project steering committee has analysed all the

 data gathered taking into account the action plan of

 the consortium and the action plans of every participating

 school.

 

 The action plan includes an evaluation plan that focuses

 on both quantitative and qualitative outputs and results,

 and compares them with the general and specific project

 objectives.

 

 

 

 

 

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a) Promoting the exchange of European good practices to adapt today’s education to the reality of the globalized world.

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b) Fostering peer learning by classroom observations.

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c) Strengthening new forms of cooperation and collaboration between teachers.

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a) Management and organisation area:

    getting to know other school strategies to improve the plurilingual dimension and apply an inclusive whole-school

    approach.

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b) Educational and methodological area:

    developing new teaching strategies for foreign language acquisition.

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c) Stiudent learning area:

    developing students’ language and intercultural competence and their European identity. 

 

 

Therefore, the purpose of the evaluation plan has been to evaluate:

 

1. management and implementation of the project

2. satisfaction of participants

3. professional development of the participants

4. improvement of knowledge transfer

5. impact of participation on teachers, students, school boards and host schools.

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The tools used in this evaluation have been:

 

1. Pre-test and post-test questionnaires addressed to participants and to students

2. Participants’ rapports on the project activities, implementation and impact

3. Measuring the quantity and quality of every school steering committee meetings and of the consortium

    steering committee meetings.

4. Reviewing the materials and documents designed

5. Interviewing the participants

6. Using focus groups and meetings among participants

7. Analysing the peer learning sessions organized

 

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The analysis of the collected data reveals the following general results:

 

 

A. 100% of participants claim that they have developed their intercultural sensitivity, soft skills and

    their learning to learn competence.

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B. 95,83% of participants claim that they have improved their teaching strategies in order to develop students’

    global competence and plurilingual and pluricultural competence. Evidence of this improvement is the design

    and implementation of 27 didactic materials which apply strategies such as PBL, CLIL, Debates on democracy,

    use of rubrics, QR, digital portfolio among others. However, we need to consolidate these strategies in a

    systematic way. 

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C. 91,66 % of participants feel more motivated and 72% consider peer learning sessions very interesting and

    27% quite interesting to promote pedagogical reflection.

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D. 83,33 % of participants report they have expanded their international network. As a consequence, they are

    aware of the benefits of internationalization and the European added value for students and for themselves.

    92,3% state they would like to take part in projects and  70% have registered in eTwinning.

    Every school has also created the Erasmus+ corner in their websites and in their premises.

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E. 87,5% of participants have made progress in assessing formal and non-formal learning by designing

    collaborative learning activities.

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F. 47,67% of participants report they have increased their subject knowledge. This may due to the fact

    that the main goal of the activities was to develop their teaching strategies. 

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G. 79,16% of the participants indicate that they have improved their foreign language competence and

    20,83% of the participants state they haven’t as they were already fluent before taking part in the project.

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H. The peer learning sessions ( consortium two sessions, 15 hours, 34 participants; observation between

    GEETS schools 38 visits, 43 participants teachers and school managers, 11 meetings of the consortium

    steering committee) are considered a good indicator to keep on building a network of plurilingual and

    pluricultural schools.

 

 

I. Every school has already revised their annual school plan and even their educational project to incorporate

    a great amount of changes in the academic year 2019-2020. For example: coordinating schedules of lessons

    and teachers to promote PBL, creating new learning and working spaces to enhance interaction, scheduling

    school peer learning sessions to share good practices and pedagogical reflection , consolidating the school

    steering committee, developing a dissemination plan, setting up face-to-face exchange and /or virtual

    eTwinning projects.

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J. 535 students have participated directly in the logo competition related to the development of 

   intercultural sensitivity.

 

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K. The Foreign Languages and Heritage Languages Unit, coordinator of this project, has also designed new

    materials and taken new approaches, which improve our teacher training courses and our innovation

    programmes. For example: new protocol to facilitate the economic management of future consortiums,

    use of cumulative analytic rubrics of indicators and contents, murals of textual typologies and murals of

    cognitive-linguistic functions, dissemination of two online models to assess curricular content that

    respect the students' heritage language, promote linguistic integration and a better multilingual attitude.

    A study on fully integrating the plurilingual and pluricultural competence in the Catalan curricula has been

    presented to other units. We have also expanded our international network which facilitates our support to

    schools interested in taking part in Erasmus+ projects.

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L. There are some ideas to apply for future KA2 projects with some of our host schools.

    Two of them are already working with two of our schools.

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The conclusion that can be drawn is we are no longer what we used to be before being part of this consortium.

As one of the school coordinators put it in the final meeting,

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“ Before this project we were a black and white school,

now we are a colourful one”

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