"Mathematics is generally perceived by students as one of the most difficult school subjects, which is not useful at all in everyday life. For many years there has been social approval for not being good in maths. Therefore, the goal of the Added Value project was to change the approach to teaching mathematics in Polish and European schools. We wanted to show students the practical application of mathematics and set it in the context of everyday life, but above all help students believe that they can learn maths and that it is worth doing.The research carried out as part of the program (in-depth interviews with teachers, desk research etc.) shows that problems with teaching maths are a common experience of various European countries. Often teachers, due to overloaded program or lack of time, limit themselves to theoretical knowledge and imitative exercises instead of teaching how to use maths to solve real-life problems in a creative way. Despite the fact that the core curricula emphasize reasoning, argumentation and problem solving strategies, in practice lessons are often limited to duplication of patterns. Excessive focus on basic skills suppresses curiosity and creativity in students. You can also see the mechanism of dividing students into so-called ""mathematicians"" and ""humanists"", the latter - having once obtained this label feel free from a further being good in mathematics.That is why the School with Class Foundation together with partners from Spain (Asociación Smilemundo), the Netherlands (NHL Stenden) and Ireland (Universal Learning Systems), developed easy-to-use and universal tools that help teachers in conducting lessons that show the practical application of mathematics in everyday life. The materials are based on the design thinking method and show students that maths is an important element of the world around us. They emphasize the role of independent planning and cooperation of students and promote the use of many different soft skills and competences. They show the interpenetration of various fields of knowledge and encourage to strengthen cooperation between teachers. All materials have a common motto “Mathematics is everywhere”! They consist of:• A mathematical toolbox: a set of 8 ready-to-use ideas for interdisciplinary classes with an explanation of the methodology and pedagogical approach (each idea includes ready-made work cards for students and guidelines for teachers, all developed according to one coherent methodology) and open forms for creating own challenges based on program methodology. The toolbox is supplemented with films showing in practice the work of the design thinking method.• a set of interactive mathematical posters.All these materials are available on the easy-to-use website in four languages.The materials developed within the project were extensively tested in schools. 264 schools from four partner countries (261 from Poland and one from the Netherlands, Spain and Ireland) got involved in the tests. 195 teachers were involved (including 191 from Poland). Challenges have been completed a total of 442 times (438 in Poland, 2 in the Netherlands, 1 each in Spain and Ireland). 5296 students took part in the classes (including 5228 from Poland).Tests and evaluation show that the goal of showing the usefulness of mathematics in everyday life has been achieved. While solving real problems students saw maths is necessary in many areas of an adult life. The materials also effectively help change the students' negative attitude towards mathematics to genuine commitment and engagement. They give students the opportunity to make their own decisions and take responsibility. Thanks to the classed based on Added Value scenarios students could also learn self-planning. Working with the design thinking method encouraged students to test different ideas and showed that one can make a mistake for which they will not be punished. The lessons involved all students, including the weaker ones. The materials also supported classroom integration and enabled students to get to know each other better. Teacher confidence in students has also increased. The materials supported interdisciplinary learning and teacher collaboration. By extending the project to other subjects, students practiced many skills at the same time.The materials and the developed approach are and will be further promoted by project partners among schools and local authorities. The use of the proposed scenarios on a wider scale, i.e. the introduction of an interdisciplinary and problem-based approach to the acquisition of knowledge, skills and social competences by students would involve needed changes in the curriculum, a certain reorganization of student styles, but - as our research has shown - it is also possible in the current Polish reality and European schools."

<< Background >>We are applying for this project as the covid-19 lockdown has clarified the requirement to offer citizens with fewer opportunities other pedagogical training methods than those already established. In the period of online teaching, some students have shown great benefit from being able to participate in safe familiar surroundings instead of being present in a physical classroom. In addition, the project must accommodate for the part of the education-ready population that is not mobile in relation to search education outside their comfort zone. The aim of the project is to strengthen the ability of organizations to be able to offer high-quality teaching in Hybrid Classroom.<< Objectives >>In partnership and through meaningful collaboration we will:Create a clear, sustainable, flexible and robust Learning Path for demonstrating continuous improvement and implementing/managing change.Create a localised platform for managing the change towards Hybrid Classrooms.Provide Information to a range of stakeholders about the project.Develop a Local Learning path in relation to assessing for digital capacity, skills and competences.Ensure greater knowledge and training of Teachers regarding setting up and managing Hybrid Classrooms. Embed the DigCompEdu and DigComp 2.0 (common frameworks), that will make knowledge sharing and collaboration comparable even though learners are placed in different qualifications levels (EQF).Disseminate information about the project to the widest possible target groups across the globe.<< Implementation >>The main activities areChanging and embedded in organization culture and practiceAssessment digital capacity across each partner organization Teacher/trainers training - 75 teachers/trainersStudent training 300 students2 multiplier events Transnational collaboration Dissemination activities according to the dissemination plan.<< Results >>Continuous Improvement plans in place for developing and maintaining Hybrid classrooms.Plan for assessing student and teacher capacity regarding Hybrid Classroom readinessStrategy for implementing Hybrid Classrooms.Roadmaps for CPD for professionals with regard to Hybrid Classrooms.Best practice of Learning designs 300 Students engaged in Hybrid Classrooms75 Trained StaffGreater EU collaboration

"The GBT project emerged at a significant time of change and challenge in European educational systems. The importance of games in supporting learning has been recognized but needs to be more integrated into learning design, practice, and assessment. The pervasive growth of enhanced digital technologies has greatly enhanced the opportunities but also needs to be more closely aligned to teacher training and support. Finally, the worldwide impact of the Covid-19 pandemic places new stress on educational systems - as it also impacted the development of the GBT project itself. The theory of the project based on innovation and collaboration made the structure agile & flexible and was considered suitable as it enabled continuous monitoring of progress and quick reactions to needed adaptations like Covid-19. The project objectives include: 1. A Guidebook for teaching with serious games - this output consists of two major sectors: 1.1 General recommendations on teaching with serious games 1.2 Learning designs based on case stories - 2 from each partner 2. “Changing the Game” - a practical course for teachers who want to use serious games in their teaching. The course will stand alone as an Open E-learning Resource (OER). Beneficiaries include: •Teachers and trainers, students with English as a second language and low-skilled workers (City LIt - UK); •Low skilled adults preparing for change of career (Fønix - NO); •Youth, i.e. age 15 to 21 who need to catch up with their basic skills before they can continue their formal education (BFI - AU); •New citizens in Greece in an inclusive and lifelong learning perspective (Platon - EL); •Teachers in Preparatory Adult Education and General Adult Education, Workers on training and for vulnerable young adults (VUC - DK). Approximately 1670 persons were targeted with the project as participating teachers, students and in dissemination activities. The main activities in the project were: •Experimenting with games in basic skills teaching•Learning outcomes with games as a didactic approach•Evaluation on learning outcomes with games•Transnational collaboration and knowledge sharing •Format on learning designs and guidebook•Collaborative content creation “Changing the game”•Get newcomers (non-experienced teachers) to try and use “Changing the game”•Evaluation of “Changing the game”We found that games add valuable aspects to education. Games change the classroom they are used in. They can create immersive worlds and offer challenging tasks. At the same time they bring a new form of interaction to the learning process. They are skills-oriented and emphasise soft skills like communication and collaboration. Games can motivate students who might be otherwise hard to motivate and they bring fun to the process of learning (Guidebook).In particular, the project has led participating teachers/trainers to open their eyes to the learning potential of commercial games such as ""keep talk and nobody explodes"", “Kahoot” and “Escape rooms”. The dissemination of the project shows a significant interest in using games as a new method. Originally it was intended to produce project specific newsletters, but this was replaced by a stronger concentration on the use of social media tools for both communication and dissemination. Seminars and conferences, webinars, online interviews all formed part of the original plan but in the end were not possible on a systematic basis due to the impact of the Covid-19 pandemic on travel, face-to-face meetings, multiplier events and general organization of publications and events.In the longer term we found that games and now also e-sports as a teaching method provide students with both social, digital, and entrepreneurial competences, when they are used in the basic skills teaching, professional and vocational education."

EASIE project purpose is to foster and explore a new pedagogical method within the digital frame of e-sport to address both objectives of the Digital Action Plan and its priorities.This approach proposes to increase social inclusion and creativity as well as digital and entrepreneurial competencies by developing a new e-sport-in-education pedagogical methodology. The use of e-sport as a pedagogical method in learning situations related to general adult education and VET educations is innovative and requires cultural changes on an organisational level as well as on a teacher level as their professional and pedagogical competencies would be challenged and therefore, in need of continuing professional development. Together with an advisory board the project and partners will evaluate, validate, and disseminate the project results and make these transferable and scalable to other educational organisations. We will be focusing on research and needs of cultural changes in the educational organisations when presenting e-sport as a pedagogical. It is essential to have the management level of the organisations involved in the project to secure the organisational strategy, infrastructure etc. Teachers will learn about - and be trained in e-sport, this to enhance their own digital and professional competencies. If those are developed accordingly the possibility to be able to acknowledge, define and explore the possibilities of using e-sport as a pedagogical strategy and method when teaching youngsters, young adults and games in the adult and VET education sectors are highly increased. On a student level students will through e-sport gain digital social inclusion, digital competencies and entrepreneurial competencies while being educated in one of the three participating educational organisations.EASIE seeks to foster a wider openness about project results by inviting organisations to participate in activities during the project.

<< Objectives >>The project aims to provide childhood educators and kindergarten teachers with:- pedagogical and methodological approaches to improve their evaluation and documentation skills integrating children and families in the process.- the skills to develop digital portfolios to document and assess the children's learning and performance.- a Digital Portfolio Management System (DPMS) that will be made accessible through the EYDP project internet portal as a web-based application.<< Implementation >>The following activities will be implemented:- development of a digital handbook providing the pedagogical basis and framework for the construction of documentation processes of children's learning and performance.- creation of an online training package that will provide practical training on pedagogical documentation and assessment- organization of a training course on the above topics- production of a Digital Portfolio Management System (DPMS) and a number of exemplary Digital portfolios<< Results >>The main project deliverables are:- A digital Handbook addressed to kindergarten educators to provide them with the introductory and theoretical pedagogical and methodological framework on children’s documentation processes.- Practical Online Training Course on children documentation and assessment. Each module will provide texts, video lectures, and practical examples- a Digital Portfolio Management System for uploading digital documents related to children documentation and assessment.