TT_EVALUATION RESULTS FOR THE FINAL MEETING IN KARBEN(1)

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Teachers' Evaluation of the Final Comenius Meeting in Karben

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EVALUATION RESULTS FOR THE FINAL MEETING IN KARBEN TEACHERS:

EVALUATION RESULTS FOR THE FINAL MEETING IN KARBEN TEACHERS 14 th – 20 th April 2013 Comenius Project 2011-2013

PowerPoint Presentation:

European Country Cyprus Czech Republic France Germany Greece Italy – Chieti Italy – Nettuno Spain Poland 1. Which European Country does your delegation represent? www.iconspedia.com

2. If you were a visiting delegation, grade the information you received from the German delegation in your home country concerning the organisation of the trip and the arrangements for the final meeting in Karben.:

2. If you were a visiting delegation, grade the information you received from the German delegation in your home country concerning the organisation of the trip and the arrangements for the final meeting in Karben.

3. If you belong to the German delegation, grade the information you received from the visiting countries for the organization of the meeting before their arrival.:

3. If you belong to the German delegation, grade the information you received from the visiting countries for the organization of the meeting before their arrival.

4. Grade the coordination among the Comenius partners before the meeting and the coordination of distant communication.:

4. Grade the coordination among the Comenius partners before the meeting and the coordination of distant communication .

5. Have you got any comments as regards the coordination of distant communication? (Part I):

5. Have you got any comments as regards the coordination of distant communication? (Part I) No (4 delegations) “There were not a lot of contacts with all the partners before the meeting, and no chat. So there were individual contacts with Germany but not enough communication with all the delegations.” (1) “Not enough clearly defined expectations of the tasks associated with the musical. Information about the costumes was provided at the last minute.” (1)

5. Have you got any comments as regards the coordination of distant communication? (Part II):

5. Have you got any comments as regards the coordination of distant communication? (Part II) “Sometimes too many a mails and changes from all the delegations brought some misunderstanding.” (1 delegation) “Chats were not joined by all partners.” (1)

6. Grade the welcome by our German partners and your stay in Karben.:

6. Grade the welcome by our German partners and your stay in Karben .

7. Think of this final meeting in Germany, grade the progress being made and the results of the meeting.:

7. Think of this final meeting in Germany, grade the progress being made and the results of the meeting.

8. Do you think that any relevant topics/ discussion/ have/has been neglected? What additions would your delegation make to the programme? (Part I):

8. Do you think that any relevant topics/ discussion/ have/has been neglected? What additions would your delegation make to the programme? (Part I) No relevant topics have been neglected (9 delegations) No additions to the programme (6) BUT… “The final production was a musical and there were only 3 songs in the show. We should have organised better to produce more songs. Some of our students were ready to sing but they were not asked to do so.” (1)

8. Do you think that any relevant topics/ discussion/ have/has been neglected? What additions would your delegation make to the programme? (Part II):

8. Do you think that any relevant topics/ discussion/ have/has been neglected? What additions would your delegation make to the programme? (Part II) “We should have devoted more time to discuss the final resolution which had to be drawn very fast.” (1 delegation) “We should have filled in the Final Report together.” (1)

9. Grade the scheduled programme at the meeting.:

9. Grade the scheduled programme at the meeting.

10. Do you think that the time frame given to the different timetabled activities has been adequate? Has there been enough time? Do you think there's been a balance between activities and breaks or free time? (Part I):

10. Do you think that the time frame given to the different timetabled activities has been adequate? Has there been enough time? Do you think there's been a balance between activities and breaks or free time? (Part I) The time frame has been OK/ adequate (6 delegations) BUT… No time to relax. (2) “Some of us needed some time to rest in the afternoon as our days started at 7 a.m. and ended at midnight.” (1) The time allowed to rehearsals was not enough considering the fact that some students were not ready before the meeting. (1)

10. Do you think that the time frame given to the different timetabled activities has been adequate? Has there been enough time? Do you think there's been a balance between activities and breaks or free time? (Part II):

10. Do you think that the time frame given to the different timetabled activities has been adequate? Has there been enough time? Do you think there's been a balance between activities and breaks or free time? (Part II) We should have devoted more time to draw the declaration/resolution. (1 delegation) For Frankfurt… Too long and tiring excursion there (1) Too many demanding activities during one day (e.g. tour in Frankfurt and workshop in ProAsyl) (1) Dinners were too late (1)

11. How do you feel about the social and cultural activities in the programme? (Part I):

11. How do you feel about the social and cultural activities in the programme? (Part I) They were very interesting/ Excellent. (6 delegations) The day in Frankfurt was too long and tiring. (1) “The concert was a school project, not really linked to Comenius, and the parts in German were not adapted to it. The audience was very large whereas the audience was very low for our musical, and on that night, some students didn’t have dinner.” (1)

11. How do you feel about the social and cultural activities in the programme? (Part II):

11. How do you feel about the social and cultural activities in the programme? (Part II) “There was plenty of opportunity to get to know the history of the area, German music and cuisine, but we learned very little about culture and customs.” (1 delegation) “I was jealous of some colleagues who attended a performance at the opera. I wish we had attended a concert, a show or some artistic event.” (1)

12. Grade the students' contributions to the project and their participation along the meeting.:

12. Grade the students' contributions to the project and their participation along the meeting .

13. What do you think of the students' workshops, rehearsals and final performance in Karben? (Part I):

13. What do you think of the students' workshops, rehearsals and final performance in Karben? (Part I) Students… Enjoyed them all along the meeting. (3 delegations) “Their involvement was perfect.” (1) “should have spent more time rehearsing than in the workshops.” (1) “and teachers should have had a final discussion about these two years and proposals for the future.” (1)

13. What do you think of the students' workshops, rehearsals and final performance in Karben? (Part II):

13. What do you think of the students' workshops, rehearsals and final performance in Karben? (Part II) Workshops were… “enjoyed by students.” (7 delegations) “Mind-stimulating and offered food for thought”. (1) “Highly considered by our students and teachers.” (1) “allowed students to integrate.” (1) The rehearsals and the final performance… “Rehearsals were not enough and this affected a little the final result.” (1)

13. What do you think of the students' workshops, rehearsals and final performance in Karben? (Part III):

13. What do you think of the students' workshops, rehearsals and final performance in Karben? (Part III) “The rehearsals and the final performance were as good as they could be. Everyone did their best.” (1) “In the rehearsals there was too much noise with people coming and going. The final performance was not so good with students not prepared well enough before the meeting and not enough songs.” (1) “The final performance was poorly understood because the characters who played the same role were not recognised easily.” (1)

14. Do you think there are areas in the project which need further discussion, clarification or coordination?:

14. Do you think there are areas in the project which need further discussion, clarification or coordination? No, we don’t think so. (6 delegations) “The Final Report requires further discussion, clarification and coordination.” (1) “The drama rehearsals and scene coordination weren’t properly coordinated before the meeting.” (1) “There was some personal extremism in the discussion of human rights.” (1)

15. Think of the project up to now. Could you explain what this project has meant for you as a teacher and member of your educative community? (Part I):

15. Think of the project up to now. Could you explain what this project has meant for you as a teacher and member of your educative community? (Part I) “An opportunity to go further in my educational career, to learn and to have good practices in my classes.” (1 delegation) “This project gave us the opportunity to learn more about the situation of human rights in Europe and their violation in Europe, and it was an excellent opportunity for self-growth. We acquired tools that will help us spread what we have learned to our pupils and colleagues.” (1)

15. Think of the project up to now. Could you explain what this project has meant for you as a teacher and member of your educative community? (Part II):

15. Think of the project up to now. Could you explain what this project has meant for you as a teacher and member of your educative community? (Part II) “Students became more and more involved. The project has created links between them and also with the teachers involved in the project, as well as with the students and teachers from the other delegations. We saw them changing in terms of personality and integration of the values defended in the project. They became more mature, and some of them even became activists inside and outside the school. It was also very important for the teachers, comparing educative systems and values, working together. Strong links and friendships were created.” (1)

15. Think of the project up to now. Could you explain what this project has meant for you as a teacher and member of your educative community? (Part III):

15. Think of the project up to now. Could you explain what this project has meant for you as a teacher and member of your educative community? (Part III) “It broadened our perspectives. We were able to compare other educational systems and cultures. We could see our students in a new different light – out of the school context. We have also improved our language skills” (1) “The most successful was the opportunity to meet foreign colleagues, exchange experiences. The project gave us a lot of great experiences and broadened our horizons.” (1) “We feel much more engaged in the topic of human rights.”

15. Think of the project up to now. Could you explain what this project has meant for you as a teacher and member of your educative community? (Part IV):

15. Think of the project up to now. Could you explain what this project has meant for you as a teacher and member of your educative community? (Part IV) “Such projects should be disseminated much more because our project has brought forth a significant change in human values and personality in both teachers and students.” (1) “Enrichment of one's own horizon, European spirit, language competences and necessity of international cooperation.” (1) “Coordinating this project in my school has been a great challenge for me (long hours in and out of school, engaging other teachers and students to join in, a lot of work in the

15. Think of the project up to now. Could you explain what this project has meant for you as a teacher and member of your educative community? (Part V):

15. Think of the project up to now. Could you explain what this project has meant for you as a teacher and member of your educative community? (Part V) Comenius team) but above all it’s been an incredible opportunity for personal and professional development. I’ve learnt so much from the schools we visited in the mobilities and the wonderful peer teachers I’ve worked with all over Europe. I’ve become more “European” and more conscious of our common problems and challenges in our educative communities.” (1)

16. Could you explain what this project has meant for the educative community of your school (teachers, students, families, etc.)? Can you appreciate any changes before and after the implementation of this Comenius project? (Part I):

16. Could you explain what this project has meant for the educative community of your school (teachers, students, families, etc.)? Can you appreciate any changes before and after the implementation of this Comenius project? (Part I) “I have certainly noticed a change in the sensibilities of students, teachers and families towards human rights, wider views and friendships across Europe” (4) “This experience changed us all to some degree. Some difficult issues were discussed and hopefully some of the people directly or indirectly involved in the project started to deal with difficult issues in a more accepting way.” (1)

16. Could you explain what this project has meant for the educative community of your school (teachers, students, families, etc.)? Can you appreciate any changes before and after the implementation of this Comenius project? (Part II):

16. Could you explain what this project has meant for the educative community of your school (teachers, students, families, etc.)? Can you appreciate any changes before and after the implementation of this Comenius project? (Part II) “Closer co-operation with students, families and teachers. New relationships.” (1) “The people involved in the project have become more aware of their attitudes in terms of Human Rights and respect. The students have become more autonomous, more responsible in the work they've done. With their families, they've understood that to participate to the mobilities, they had to be really involved in the whole project, taking some activities or actions in charge.” (1)

16. Could you explain what this project has meant for the educative community of your school (teachers, students, families, etc.)? Can you appreciate any changes before and after the implementation of this Comenius project? (Part III):

16. Could you explain what this project has meant for the educative community of your school (teachers, students, families, etc.)? Can you appreciate any changes before and after the implementation of this Comenius project? (Part III) “The project gave students a chance to learn about the culture of other countries, to test their language skills, meet colleagues from the partner countries. Students developed self-confidence and they saw the point in learning a foreign language. The project also raised awareness of the issue of human rights”. (1) “The students and teachers transferred their experiences to the community and many other pupils and a few teachers would like to be able to participate and to experience all the events and workshops.” (1)

PowerPoint Presentation:

Now since Germany has been the coordinating country, let's think about coordination and how well the partners countries have been coordinated along the project .

QUESTIONS FOR THE COORDINATOR Mr Holger Schmidt from Germany:

QUESTIONS FOR THE COORDINATOR Mr Holger Schmidt from Germany 17 . Would you agree that all the partners have met the requirements agreed in the preparatory visit as regard to paperwork, deadlines, etc .? Yes, most of them. 18. Grade your overall satisfaction with your partner countries as regards to the main aims of the project. Give further explanations if necessary. 9-10

PowerPoint Presentation:

19. Have you been regularly in touch with the partner countries as agreed? Yes 20. Did the partner countries contact you when they faced a difficulty? What kind of difficulty? Yes, questions about organisation, meetings and host families. 21. Grade from 1 to 10 how successful you think you have been in solving those problems. 8-9 22. Have you contacted your National Agency on a regular basis? Yes, yearly.

PowerPoint Presentation:

QUESTIONS FOR THE COORDINATORS IN THE OTHER PARTNER COUNTRIES Vivian Toffi ( Cyprus ) Carla Pertosa ( Italy ) Barbora Hekjánova ( Czech Rep ) Katerina Fyssaki ( Greece ) Massimo Quattrini ( Italy ) Marie Ange Colin (France) Amparo García ( Spain ) Monika Leszczynska ( Poland )

23. Did the Comenius coordinator contact you on a regular basis?:

23. Did the Comenius coordinator contact you on a regular basis ?

PowerPoint Presentation:

24. Has the coordinator been in touch with you when you were preparing a meeting? Yes, of course/ always. (5 delegations) We haven’t hosted a meeting. (1) “Not in terms of help. Only to get information, like the other delegations” (1) Two delegations did not answer question 24. 25. Have you had any difficulties during the project? If so, how did the coordinator help? (Part I) No difficulties really. (1) “We've had some minor technical difficulties with our common blog, Mrs Katherina Fyssaki has always been of great help.” (1)

PowerPoint Presentation:

25. Have you had any difficulties during the project? If so, how did the coordinator help? (Part II) “Our lovely coordinator always answered our questions and supported us whenever there was a problem. Thanks!” (1) “Yes, we have. There was no particular help.” (1) “Yes, he supported me and showed confidence in the organization issue.” (1) “I had some difficulties which we solved by mail.” (1) Three delegations did not answer question 25.

PowerPoint Presentation:

The following questions (26-30) are aimed at ALL THE DELEGATIONS.

26. Please, specify the responsibilities of your country in the project at the moment of the application (music, drama, coordination, poetry, art, etc.) (Part I):

26. Please, specify the responsibilities of your country in the project at the moment of the application (music, drama, coordination, poetry, art, etc.) (Part I) Now at the closure of the project, do you think your responsibilities have changed compared to those agreed at the moment of the application? Did you have to take over responsibilities that were not agreed in the preparatory visit? “According to the application form the Greek and the Nettuno Team have to undertake the presentation of the project via Internet. During the implementation of the project, the Nettuno Team mainly worked on musical activities.” Greece “ Our responsibility was taking care of the internal evaluation of the project, as agreed in the preparatory visit and the application form.” Spain “We were in charge of poetry.” Chieti - Italy

26. Please, specify the responsibilities of your country in the project at the moment of the application (music, drama, coordination, poetry, art, etc.) (Part II):

26. Please, specify the responsibilities of your country in the project at the moment of the application (music, drama, coordination, poetry, art, etc.) (Part II) “We were a hosting country. We organised the logo competition in Cyprus. At the moment of the application it was agreed that we would coordinate the drama together with France something that resulted very difficult because of the distance and because we didn´t have a theatre teacher at our school. To help the French team we offered a teacher at the material preparation workshops and we offered some ideas regarding the costumes. “ Cyprus “Our team was happy to have more experienced partners from other countries who helped us e.g. with one of our original tasks - communication (common email box) and other things.” The Czech Republic

26. Please, specify the responsibilities of your country in the project at the moment of the application (music, drama, coordination, poetry, art, etc.) (Part III):

26. Please, specify the responsibilities of your country in the project at the moment of the application (music, drama, coordination, poetry, art, etc.) (Part III) “Our responsibilities (Art) haven't changed compared to those agreed at the moment of the application. Our vision has been accepted and it has not been changed.” Poland “Yes I definitely had more responsibility than had at the Application but nevertheless were overcome by personal will but is also distinct from those of all the other teachers and students.” Nettuno-Italy “Communication changed from the Czech Republic to Germany, it should have been shared by Nettuno and Greece.” Germany France: “ We would like to mention the following aspects which gave us the impression we had really too much to do : At the moment of the application it was decided that "two schools

26. Please, specify the responsibilities of your country in the project at the moment of the application (music, drama, coordination, poetry, art, etc.) (Part IV-France):

26. Please, specify the responsibilities of your country in the project at the moment of the application (music, drama, coordination, poetry, art, etc.) (Part IV- France ) would be in charge of the drama activities". Fortunately the drama teacher was then willing to enter the project. Yet we think that the work he had was much too important in the whole project. During the meeting in Cyprus, it was decided that there would be a drama representation in Chieti, two months later, whereas we thought the drama work was supposed to take place during the second year (for the first year, the application mentioned : Illustration (e.g. Poster/Picture/Photo/Video) of poems, texts, lyrics and songs on Human Rights). First Annual Meeting: Collective cultural event with all participants with presentation of the results up to now."), which, according to us, does not directly include drama. So we asked that the drama part should be kept for the Valence

26. Please, specify the responsibilities of your country in the project at the moment of the application (music, drama, coordination, poetry, art, etc.) (Part V-France):

26. Please, specify the responsibilities of your country in the project at the moment of the application (music, drama, coordination, poetry, art, etc.) (Part V- France ) meeting on the second year, since we were to take the drama part in charge and had the necessary setting (drama room) and specialist (drama teacher) at school. Nevertheless, the decision to have drama in Chieti was maintained, so we had to get ready in two months, preparing texts, scenes, and organising a drama workshop with the students going to Chieti . Then in Chieti, the work (organisation, rehearsals) was nicely shared between the German and French delegations. For the meeting in Valence, there was a really important work to prepare. We asked Cyprus to share, and there were some exchanges concerning the settings, props, and costumes. Yet we consider that the drama teacher had to cope with a too important charge : we consider that getting the scripts, organising

26. Please, specify the responsibilities of your country in the project at the moment of the application (music, drama, coordination, poetry, art, etc.) (Part VI-France):

26. Please, specify the responsibilities of your country in the project at the moment of the application (music, drama, coordination, poetry, art, etc.) (Part VI- France ) Nevertheless he was asked to come because he "had the experience", and "was the only one able to prepare the drama part" of the musical. Here again, we consider that the charge was too heavy : some scenes were well prepared, but some weren't at all, so the work was larger, and the drama teacher had to work a lot, with some help from the German hosting delegation. We have to add that without a colleague and two specialist girls from our delegation, he wouldn't have been able to face the amount of work. So, all in all, we think that the amount of work was tremendous and not equitably shared on the whole, having to take a really heavy charge for three final representations in three different meetings. Too much was expected from the drama teacher, the reason often given being that he had "experience".

26. Please, specify the responsibilities of your country in the project at the moment of the application (music, drama, coordination, poetry, art, etc.) (Part VII-France):

26. Please, specify the responsibilities of your country in the project at the moment of the application (music, drama, coordination, poetry, art, etc.) (Part VII- France ) Remembering that we were also among the welcoming delegations, we would have liked to share more. Yet we acknowledge that we didn't ask enough for help, being caught in the general thing. We should have asked to discuss things again, so that we prepared the drama part, but then could distribute the work more equitably between all the delegations.”

27. Grade your overall contribution to the project.:

27. Grade your overall contribution to the project.

28. Think of the project's aims and objectives. Grade how successful you think our common work has been.:

28. Think of the project's aims and objectives. Grade how successful you think our common work has been.

29. Grade the atmosphere and cooperation among the partners along the project.:

29. Grade the atmosphere and cooperation among the partners along the project.

30. Bearing in mind, the pros and cons of participating in a Comenius Project. Would you join another Comenius project? Would you encourage other schools to do so? (Part I):

30. Bearing in mind, the pros and cons of participating in a Comenius Project. Would you join another Comenius project? Would you encourage other schools to do so? (Part I) Yes, of course (7 delegations) “A multilateral Comenius collaboration among schools is always a guarantee for educational benefits and creativity.”(1) “The benefits outcome any negative aspects or difficulties.“ (1) “We believe it's been a very enriching experience for our school and local communities, helping us to further educate our students into becoming responsible and committed European Citizens.”(1)

30. Bearing in mind, the pros and cons of participating in a Comenius Project. Would you join another Comenius project? Would you encourage other schools to do so? (Part II):

30. Bearing in mind, the pros and cons of participating in a Comenius Project. Would you join another Comenius project? Would you encourage other schools to do so? (Part II) Perhaps (1 delegation) “We would probably consider joining another project, but not immediately, and not in the same conditions: in our country, there is no help in terms of less hours teaching or anything, which makes the whole thing nearly impossible. If we did, it would be a smaller project, with less work for our delegation, and probably less partners. And unfortunately we would do many less actions in our school, because it's impossible to work so much all the time (for example, the coordinator has been working between 2 and 8 hours a day for 15 months, with no week-ends and nearly no holidays). Yes, we would encourage others to join a Comenius project, but explaining what to avoid.”

30. Bearing in mind, the pros and cons of participating in a Comenius Project. Would you join another Comenius project? Would you encourage other schools to do so? (Part III):

30. Bearing in mind, the pros and cons of participating in a Comenius Project. Would you join another Comenius project? Would you encourage other schools to do so? (Part III) No, now I'm not ready to take part in an other project, but definitely I would encourage other schools. (1 delegation)

Thanks for your attention!:

Thanks for your attention! The Spanish Team

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