Logo Design

Each partner designed its own Logo. After a votation, the first one was considered the winner.





SOCAEAN ACTIVITIES


Activity at CEIP Salamanca in  S / C. Tenerife

"Creativity Workshop"

Collaborating Center: CEIP Salamanca S / C. Tenerife

ASSISTANTS: Parents from  CEIP Salamanca

DATES: December, January, February, March and April 2016HOURS: 16.00 to 18.30 h.

OBJECTIVES:a) Promote collaborative, creative and motivating learning as well as critical thinkingb) Use of creativity, reality, imagination, illustration and music as basic elements for a comprehensive trainingc) Improvement of immigrant parents’ social integration

CONTENTS:

a) Collaborative  Group Technique

b) Written and oral narration

c) Illustration basic techniques 

d) Collaborative work

e) Reality, fantasy, creativity and imagination

f) Music as an enriching element in the message 

We can see different stages of the workshop in these images, mothers preparing decorative materials to represent the story they had already created. 



Activity together with  Museum of the History of Tenerife

"Don Quixote" exhibition was  granted to  this Museum during the month of April. Our  intention was to spread the importance of this work in a global context ,as well as  to support the work TRODEU is carrying out about this universal play.

The exhibition was the starting point of this collaborative activity.   




Jesus Luis Ravelo together with Ascension Clavijo Fariñas (TRODEU teacher), Ana Griot and Francisco Peraza (TRODEU collaborators) in the opening ceremony of the exhibition.



Presentation of the “Nocturno de Primavera” (Spring Night) and Exhibition by Ernesto Rodríguez Abad and Omayra


 Don Quixote dramatization of significant chapters. Those  chapters, where the  importance of values was shown, were chosen. We wanted to highlight that this written work from 400 years ago is still alive,  as well as its validity and universality. TRODEU has chosen  Don Quixote because it is a well known work in all partner countries.


ACTIVIDAD:  Aportación intergeneracional: experiencias de vidas emprendedoras”.


Collaborating Center: Icod Center for Adult Education . Buenavista Extension

Attendees: members from Adults Association "El Cardon de Oro" and students from other schools and institutions.

Dates: will be developed from January to October 2016

Hours: Thursdays from 16.00 to 19.00 h.

Teacher: MARIA BEGOÑA GONZÁLEZ BENÍTEZ.  .

Taught Area: Initial Basic Training at Buenavista del Norte UAPA

 The group is made up of a number of adults who are attending classes, some of them to improve their knowledge  and some others to start their studies because they had no possibility when they were young. We are talking about a group of people who are  keen to learn despite their age.

GENERAL OBJECTIVES

  1. Deepen knowledge about entrepreneurship concept
  2. Develop a program  based on the exchange of life experiences between young and old people.
  3. Contribute to the sustainable development of active and successful aging of our elderly,  in the El Cardon de Oro Association.
  4. Establish links with other researchers with the same interests and concerns.
  5. Perform proper dissemination of the intervention..

Specific objectives for the school community are:

  1. Instill a positive view of the entrepreneur figure.
  2. Identify what aspects and ways  are similar to those of other generations with  limited resources.
  3. Promote attitudes of empowerment or personal strength.
  4. Combat negative images about aging.

Specific objectives for the elderly would be:

  1. Improve their life satisfaction, as well as  social and mental well-being.
  2. Promote social participation of elder people.
  3. Promote  personal empowerment of participants.
  4. Promote the sense of community and pro-social behavior.


    The group in the center courtyard where instruction is given

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    Jesus Luis-Ravelo gives information to the group of adults about TRODEU project.

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    Begoña González  Benitez and Jesus  talk adult students about specific aspects of the project and they show them some suggestions on their contributions to the project.

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Work Summary from the Distance Education Center of Santa Cruz de Tenerife, Mercedes Pinto (CEAD).

 

Professor : Jesus de las Heras

It is a provincial public center that has been operating under various names since 1983.

GES ( Secondary adult distance), BDT, BDI (distance high schools), CFAD, tests preparation for CFGS access, University Preparation Access for 25 up to 45 years old students, That's English and Mentor are some of the learning offered by this center.

All of them are distance  and adults learning, some of them with a volunteer classroom support for students, depending on the specificity of each one, ranging from null classroom support (BDI) up to 1/3 of  business hours support or  even 1 / 2 business hours (in the case of some modules CFAD).

A summary  based on the type of teaching will be presented,  as well as students characteristics  and a partial exemplification of learning situation used in the  distance learning.

The 2 main features of the center are:

The type of students: Adults.

Teaching mode: distance.

Both aspects give the center a special characteristic.

The population percentage between 25 and 64 years old who have finished high school education level in Spain does not reach 22%, however 48%. is reached in the European Union

Distance learning is unknown for most of the population, and it initially seems to be unaccesible. Expectations become a mixture of fear of the unknown and hope for something different and decisive.


FINSKA ACTIVITIES


Multilingualism at Multicultural FinnishHigh School

After the discussion of TRODEU project’s focus on multilingual teaching, the pedagogical staff decided to concentrate on the following alignments in their work in multilingual school environment

  1. Native language as a support for studying Swedish and other subjects

Help with home tasks in native language (Swedish for immigrants - sfi )

Lectures in native language with focus on contrastive language specialities (sfi: Somalian, Arabic, Persian, Kurdish )

Teachers who have different language competence continue to work within diverse subjects and use their language as a resource to help students in studying (teachers with more than 10 language competences work in sfi /folk high school/professional trainees)

  1. Students language  competence as a motivator and a recourse for studying

    • Project work in different languages: mono/two lingual project work (sfi/ folk high school)
    • Theme weeks/days with focus on native languages and native culture (sfi/folk high school)
    • Theatrical performance in native languages or/and relating to different native cultures
    • Supporting students singing and reciting poems in native languages publically or in small groups
    • Some subjects can be taught in native languages (FolkHigh School: Somalian history, Kurdish history – free choice subjects)
    • School tasks that can be prepared with the help of literature in different languages

Some of these methods and ways of work have already showed good results in motivating and integrating our students, some of them are new for our teachers and learners. After the period of testing and evaluation, the pedagogical staff of our school will make a proposal how to use multilingualism as a motivator in studying process and we will represent it to other project partners.

Students of sfi-course made a presentation of Kosovo New Year traditions in Albanian and in Swedish

Teacher is explaining contrastive differences between Somalian and Swedish (sfi)


Teachers who have Arabic and Kurdish language competence discuss the methods of using it during their extra lectures

Theatrical performance, a mix of traditional stories from different countries (Folk High School)    


ICE ACTIVITIES



Multilingualism as integrator and motivator in studying


1. With the view to improve teaching and learning of literacy process a Multilingual approach can be adopted adult education organizations can use Native language as a support in learning (for immigrants).

The example of activities that can be implemented:

  • Help with home tasks in native language
  • Lectures in native language with focus on contrastive language specialities

 2. With the view to improve teaching and learning of literacy process; use creativity, reality, imagination, illustration, music and physical expression as a basis for improving studying; integrate the most vulnerable students Native language can be used as a motivator and resource for studying.

 The examples of activities that can be implemented:

  • Project work in different languages: mono/two lingual project work
  • Theme weeks/days with focus on native languages and native culture
  • Theatrical performance in native languages or/and relating to different native cultures.
  • Supporting students singing and reciting poems in native languages publically or in small groups
  • Some subjects can be taught in native languages
  • School tasks that can be prepared with the help of literature in different languages

The next results can be expected after/during the adopting of Multilingual approach in everyday adult teaching/learning process:             

  • For students this may contribute to a more conscious relation to the difference of the two languages and the increasing interest in the language or other science being studied; increased self-esteem and motivation; improved learning outcomes; better integration in the society.
  • For teachers this can expand the base of the used methods and helps to find new resources in the teaching process.

Practical implementation advice to adult education organization:

  • Take into account and use the language competence of teachers who work with adults and young students.
  • Vary and develop forms and methods of using different languages in the studying process.
  • Use cultural and linguistic experience of students as one of the major resources in learning process.

Possible threat for the adopting of the multilingual approach can be the lack of language competence among pedagogical staff. However there are many activities within this approach that any teacher can use without possessing the same language competence as students. 


New learning through cultural activities. Culture and arts as motivator, facilitator and integrator in adult education.

A new approach of integration Culture and Arts activities in everyday adult teaching/learning with the help of Culture and Arts organizations can be adopted with the view to encourage new approaches; to change methodology of adult teaching; to integrate the most vulnerable; to  promote creative, motivating learning; to use creativity, reality, imagination, illustration, music and physical expression as a basis for motivating and improving results of learning  .

The examples of activities that can be implemented by adult education organizations:

  • Workshops with the help of stuff from Culture and Arts organizations.
  •  Short projects (2-3 meetings): guided tours, meeting staff from cultural organizations; visiting rehearsals, performances or exhibitions, etc.
  • Greater projects (one-two terms):  involving school’s students and staff in the work of cultural organization and producing a product in a form of exhibitions, scripts, participating in performances, etc.
  • Training for teachers with the specialists from cultural organizations.
  • Integration of cultural activities in everyday learning by discussing them, writing about them, etc.

Following results can be expected after/during the adopting of this approach in everyday teaching/learning process:             

•Integration of students into the cultural activity and thereby into the society

•Increasing the diversity of methods and pedagogical tools

•Increased awareness of learning and motivation among students and improvement of  their results

•Counteracting segregation, which helps better integration

Practical implementation advice to educational organization:

•Increase contacts and cooperation with local Culture and Arts organizations

•Integrate Culture and Arts activities into everyday learning process by visiting performances, exhibitions, etc. and discussing and using  them as a resource at school

•Search for regional and EU projects to cooperate with Culture and Arts organisation