"In the questionnaires conducted by our school consultants, 80% of our students found the Mathematics lessons boring, 75% said they did not know what they would do with what they learn in life and that they found it unnecessary and 60% said they were afraid of the lessons. Following these results, in the interest surveys applied to our students by our school consultants, 85% of our students expressed that they did not like this course, they found it frightening and abstract. We have shown that this is usually learned from the elders, the parents, and has a negative impact on the students' academic achievement.In our school, we know that mathematics is full of abstract concepts. By making the students take parts actively in classes, by using concrete materials, by using outdoor activities mostly, by using games and activities which students may correlate Maths with daily life, we wanted to put into practice a process of education that students overcome their fear or negative attitude towards Maths. In order to determine our insufficiencies, to resolve the mistakes made by different views, recognize European union values and to develop positive course of actions towards these values and above all, in order to share experience, we wanted to carry out this project with foreign partners.We included two partners in the project: one from Poland (Niepubliczne Gimnazjum ""Keglik"") and the other from Romania (Scoala Gimnaziale ""Ion Creanga""). Another thing that we paid attention in the partnership was that the curriculum of our partner schools included the selected topics in the project. ""Keglik"" developed teaching materials in mathematics education and had a lot of experience in Erasmus + projects. One of our project goals was to make it easier for teachers to develop educational material in the field of mathematics education. Both schools are dynamic and innovative schools that have successful students nationwide in the field of Mathematics.Throughout the project, two teacher and three student mobilities were carried out.At the end of our project;Our teachers developed an alternative to traditional classroom teaching methods, which will attract the attention of students.Our parents are aware of the prejudices and using frightening language about mathematics lessons that negatively affects their students.Negative attitudes of our students towards the Mathematics lesson and the fear towards the Mathematics lesson decreased.Our teachers collaborated with the teachers of different countries to design games and drama so improved their linguistic skills.A positive change has been observed in the success criteria of our school administrators.Teachers from different branches of our school came together to develop new teaching methods by cooperation.Multiple intelligence theory methods were applied to create a school environment in which our students could be directed to mathematics lessons in according to their abilities.Our students have been given the opportunity to improve their math skills by sharing information with their peers in our school and partner schools.Our students are more successful in Maths examinations.Our teachers had the opportunity to communicate and collaborate with colleagues in Europe.The linguistic skills of our students have improved.The the negative attitudes of our students towards the mathematics lesson decreased.Our students have increased self-confidence.Our students' use of information and communication technologies has increased.We have increased the confidence that our parents have about our school.In the following years;We will add our learning by games activities to our schools' plans.Activities such as cartoon exhibition, Pi day festivities, cake making using recipes containing fractional numbers, learning through drama will be held every year and included in the annual plans of our teachers.Math games Olympics and Pi day celebrations will be become traditional in our school.Students will be encouraged to continue publishing our math magazine.Drama texts and costumes prepared during project will be available for further use.The prime number tree will continue to be used as teaching material by our new students since it will be permanent in our school.The mathematics and intelligence games workshop created in the project process will be available for further use."

<< Objectives >>We will ensure that the project activities will contribute to this goal – to train teens in media literacy, build communication and interpersonal skills, permit the exchange of ideas among different cultures. Students work together to analyse and create media products, thus developing their team work abilities, intercultural cooperation and creativity.<< Implementation >>During the exchanges they participate workshops, attend lectures, visit media companies, work in groups to analyse articles, news reports, create their own news and articles, create posters, exhibitions, do debates on hot topics related to media – social media, fake news, biased reports, reflections of minority groups in the media etc.<< Results >>Cooperation among students and among teachers, increased self-confidence, ability to work in multicultural settings, ability to express and defend ideas, improved awareness of similarities and differences among countries.- all the schools will cover a need identified in the beginning and turn it into an opportunity for future development of local projects - students become more actively engaged in the life of the community and will write articles about local issues.

"This project is a KA2 strategic partnerships which aims at raising awareness on Climate Change as well as enabling students to be active and find innovative solutions in the face of the challenges ahead. The 4 partner institutions are collège Christine de Pisan, Ataturk Ortaokutu, Istituto comprensivo and CP Alberto Alcocer and we mean to involve around 800 students (aged between 8 and 15) and more than 15 teachers.Context : Having already started an etwinning project on Global Warming, we decided that the next step would be to take actual action in the decarboning of our world. The Erasmus + program seemed to us to be perfect for that purpose as it gave us time and funds. In those two years, we will first take great care to give as much information and knowledge as possible to our students, sharing intelligence and good practices from our different countries and giving our pupils all they need to come up with valuable ideas and to get involved in the changes we must all make tomorrow. Objectives : Our primary objective is to help our young people understand and address the impact of global warming today and increase their ""climate literacy"" so as to encourage changes in their attitudes and behavior and help them adapt to climate change-related trends, while providing a strong focus on empowering them to take an active role in the solutions to environmental challenges.We also want our students to learn to cooperate and carry out projects while learning to master digital technology. We would like to train our pupils to act responsibly and to respect the rules of collecting living especially in the face of different cultures but also to take initiatives and commit themselves. We also aim to carry out objectives 13 (climate action )and 17 (partnerships for the goals) of the UN sustainable development goals.Description of activities :During the 1st year, the focus will be on imparting scientifically proven knowledge based on the most recent IPCC reports in order both to raise awareness but also to inform the students thoroughly. After designing a project logo, they will therefore take part in the Climate Collage workshop which is a fun and instructive way to introduce the subject and raise interesting questions in their young minds. Researches will then follow which will be shared on google slides leading on to a collaborative Kahoot in March. And in May 2021, we will meet to make a collaborative video with the purpose of raising public awareness. In the 2nd year, we will help our charges take action and engage in the fight for sustainable development. After doing an inventory with collaborative slides, students will set to work on possible actions they could take locally. In April, they will choose which action(s) they will implement and in May 2022 they will meet again to put words into actions. A collaborative video will also be shot to summarize the different actions.Methodology : Our methodology is designed to make the classroom experience more lovable to students by encouraging their creativity and making them want to explore on their own. We will encourage different ideas and give them the freedom to explore. In addition to all this, the learning-by-doing process will enable students to acquire transversal skills that will be extremely useful in their future lives: team work, critical observation, cooperation, negotiation, problem solving, resilience, creative thinking. Results and impact : All the pupils trained to facilitate the Climate collage will be able to raise the awareness of their peers but also of relatives and friends outside of school. Awareness being the prerequisite for action, we expect to see results not only in schools but also in the local community. The collaborative videos we make will be posted online for a wider audience. The Kahoot will be used as a teaching tool in classes. And the local shows highlighting the pupils' research will be there for students and parents to see. All the school community will be able to participate to the school dissemination and training events. Once outcomes are ready, there will be public dissemination events to promote the student's innovative ideas on how to limit climate change.Local Education will be involved and will sustain the project by making results available through their platforms. Local media will be invited to official events in order to understand the potential of the project and advertise it. Thanks to a Project Website all the ideas will be made available to a wider number of users, for an unlimited period of time.Our common goal is to teach in a positive environment, to students who are happy to attend school, and we strongly believe our project will give our bows some extra arrows to shoot. The aim is to make them ready to meet the world challenges with a stronger sense of who they are, what they know and their potential to adapt to and maybe change their environment for the better."

"Within our project we kept in mind the words of Native American Saying „Tell me and I will forget. Show me and I may not remember. Involve me and I will understand.” As trends in teaching lean towards inclusion of students with disabilities in general education and almost every classroom includes a number of students who are dealing with a disability -- either physical, educational, emotional, we took this into consideration while conducting our project. It turned out to be a golden mean and enabled us to engage the students in need in its activities as it is impossible to refrain an autistic child , with Asperger’s syndrome, behaviour and ADHD disorder , mentally impaired to the regular classroom environment even having support of modern multimedia. As teachers, we constantly look for resources that will help us effectively teach.The project 'Let me Bloom Let me Shine' based on concrete gardening activities with a view to improving teaching skills and methods of work with SEN students and promoting good practices with respect for the environment. Our main goal was to provide a welcoming educational space to explore garden through hands-on learning and experimentation, to link the project activities across curriculum , improve nutrition, teach environmental education and foster relationships with peers, family and community. As we assumed gardening was undoubtedly an engaging activity for all our students since it provided ""real world"" and made learning more meaningful. SEN and non SEN children enjoyed working together in schools’ gardens and were proud of themselves and the results. We created and maintained flower gardens, greenhouses, vegetable gardens accordingly to the change of the seasons, run the ecological activities: Earth Day, Planting, Picnic, Harvest and Vegetable Day, Baked Potato Feast, Ecological Gaming Competitions, organized workshops for teachers to learn and exchange the methods and approaches regarded SEN students education, had trips and excursions with our students to the places relevant to the topic of the project. The project addressed 50 teachers working with SEN children, 50 SEN students and 125 NON SEN children together with their parents. Yet by its nature it involved our schools’ whole communities. The coordinator was the school from Poland. Among the partners were schools with greater experience of work with SEN students like Poland and Turkey, and less experienced like Italy and Spain. Within this project we prepared international programme of implementation of the gardening activities into education of students with Autism and ADHD, we have the gardens, inspect boxes, green areas and greenhouses established, the photos, video clips of gardening actions taken, Power Point presentations referring to the project activities, presenting our schools and towns done. Our students made posters, booklets of plants and vegetation of each country. We have lesson plans, worksheets, including teaching through the use of the gardening practises and the dictionary of phrases related to the project The schools’ walls are decorated with project murals. We have project’s logo, the project’s website, the padlet and project's facebook group. There were three LTTs organised on location (Poland - February 2019, Italy - May 2019, Spain - February 2020, and last virtual one to Turkey - June 2021 due to covid-19 pandemics) where participating SEN and non SEN children had trainings on gardening activities, nutrition and eating habits improvement and accompanying teachers participated in workshops on dealing with autistic students and adhd behaviour. We used schools' and project's websites, facebook page, youtube. We have leaflets,and posters made. We organized Erasmus+ Days and promoted our activities to the schools' and local communities, the local media, the local schools, educational boards, insitutions and authorities of our towns. Having worked together for three years we have better qualified teachers working with Special Need Students. We all tend the established gardens around our schools. We use the international programme of implementing gardening activities to teaching different subjects like Science, Maths, Technology, Art, Literature, Social science into individual educational and therapeutic plans of special need students who are educated in our schools. And last but not least we keep in mind that it is the school setting where each student can safely acquire and practice skills necessary to participate in the adult world and should have the opportunity to bloom. Our gardens are one of them. As a partner team we had to overcome financial, organisational, health difficulties, experienced new situation which undoubtedly remote teaching and pandemics was, yet in a group of cooperating and supportive people we found solutions alltogether based on respect, trust and understanding which eventually made us stronger and better equipped for what the future holds."

According to Gardner's theory of multiple intelligences, if the person is not active during learning, the information will be lost. Based on this statement, we aim to plan activities that will reveal and reinforce the types of intelligence that our students have and to create permanent learning. We are inspired by the principle that every child is special. We organize educational environment to contribute to the multifaceted development of all our students. We started a project for e-twinning on multiple intelligence. We have done some research for this project. We applied multiple intelligence theory tests to the students in our school In our school, we are conducting studies and pre-tests to explore the interests of the students. According to the results of these studies and tests, we make the necessary guidance in accordance with the consent and wish of the student. For example, for students with high rhythmic intelligence, we create opportunities to develop these areas of intelligence with the music class and rhythm workshops that we have created in our school. Our mathematics and science courses for individuals with high numerical intelligence; authoring courses for verbal intelligence-dominated individuals, and our composition and poetry contests that are held throughout the year in our school; painting workshops and design workshops for our visual intelligence students. For individuals with kinesthetic intelligence, with our courses for basketball, football, volleyball, judo, folk dances, etc., we enable individuals to perform activities.With the many oppurtunities of our school we enable our students self-actualization. Science and technology laboratory, stem class, music class, chess course, sports hall, various sports fields and with our many other opportunities we serve for this. The activities to be planned and the presentations that will be prepared over the various types of intelligence for our students and teachers will be a means to reach different types of intelligence. Project activities will provide project participants with an opportunity to learn through different types of intelligence rather than a single type of intelligence. Each country visit is planned to address different types of intelligence. Throughout the project, work on these areas will be carried out during visits that are going to be held to the following countries; at Turkey naturalist and kinesthetic intelligence, at İtaly mathematical and spatial intelligence, atSpain İntrapersonal and interpersonal intelligence, at Romania rhythmic intelligence and Bulgaria linguistic intelligence. Planned project activities will be implemented at the same dates in all project partner schools. For each activity there will be a responsible partner country. Each activity will be visualized and shared on e-twinning, padlet and facebook websites. At the final stage of the project, a booklet covering all activities will be prepared. Within the scope of the project, which will last twenty four months, all activities and sharings, presentations and the booklet will be in English. This will improve the language skills of our students and teachers and provide cultural integration for our refugee, immigrant and disadvantaged students in our schools. Awareness about various issues will be gained through mutual activities to be implemented in country meetings and project activities. Visits to partner countries will enable participants to learn about different cultures. On special dates such as October 5’th World Teachers Day, Recycling Week, Origami Day, World Science Day, World Environment Day, Disability Week, Mother's Day, Refugees Day, World Art Day, World Wildlife Day, World Wildlife Day, World Religious Day, World Religious Belief Day, Auguste Rodin Day some special activities are planned out. With these activities, we aim to improve the different intelligence areas of the students. With these studies, we want to contribute to the adaptation of our students and to their attendance who have different ethnic origins in our school, the students who need special education and our refugee students. In this way, we aim to make disadvantaged students feel special and to show that it is possible to build a happy future without the differentiation between religion, language and race among different cultures. We believe that this project will enable dialogue between different societies and contribute to the language development and cultural integration of the countries involved in the project. We also believe that our project will contribute to a happier and more tolerant European society.