MAGAZIN “Transanational Didactic Experiences” No 5/2022

TRANSNATIONAL

DIDACTIC EXPERIENCES

Mobility in Spain

Mobility in Romania

Mobility inItaly Mobility in Turkey

ISSN

Transnational

ERASMUS+ PROJECT

KA229 - School Exchange Partnerships 2020-2022

PROJECT FUNDED BY THE EUROPEAN UNION

Project Nr: 2020-1-RO01-KA229-080403

“European Students: Responsible, Emotionally Intelligent and Useful”

All rights reserved. No part of this publication may be reproduced, in any form or any means, without permission in writing from the authors.

,,The European Commission is not responsible for any uploaded or submitted content. The content reflects the views only of the European Commission cannot be held responsible for any use which may be made of the information contained therein”

Material made within the Erasmus project “European Students: Responsible, Emotionally Intelligent and Useful” No. 2020-1-RO01-KA229-080403

PROJECT FUNDED BY THE EUROPEAN UNION

Coordinator Teacher:

Mrs. Drăguț Violeta, Costesti Technological High School, Romania

Collaborators Teachers:

Mrs. Alba Martínez, INS Enric Borràs, Spain

Mrs. Caterina Fassari, Istituto D’istruzione Superiore “R. Piria”, Italy

Mrs. Daniela Ghițulescu, Costesti Technological High School, Romania

Mrs. Emine Sayar, Zubeyde Hanim Mesleki ve Teknik Anadolu Lisesi, Turkey

Mrs. Francesca Auddino Istituto D’istruzione Superiore “R. Piria”, Italy

Mr. Gheorghe Nicolae, Costesti Technological High School, Romania

Mrs. Gherghina Nicolae, Costesti Technological High School, Romania

Mrs. Monica Ramos Cabllero, INS Enric Borràs, Spain

Mrs. Motrun Corina-Violeta, Costesti Technological High School, Romania

Mr. Multu Altay, Zubeyde Hanim Mesleki ve Teknik Anadolu Lisesi, Turkey

Mrs. Popescu Ramona Ionela, Costesti Technological High School, Romania

Mr. Raúl Bujardón Del Campo, INS Enric Borràs, Spain

Mrs. Stoenescu Lăcrămioara, Technological High School, Romania

Students:

Aadesh Pokharel, Adriana Ros Pérez ,Bavneet, Belén Hidalgo Duque, Deniz Mavi, Ezequiel

Buzzalino, Hugo Coleto Martín, Iker Vélez, Ilie Vlad Ionuț, Ilinca Elisabeta-Georgiana, Júlia Massegur Rodriguez, Leța Ioana Georgiana, Özkan Yaman, Özlem Kocabaş, Pișcuroia Monica Georgiana, Rebecca Ciano, Teresa Cacciola, Sergio Gracia Martin, Vișan Leonard Constantin, Zerrin Kirmizi, Zharia Alexandru Ionuț.

Editor

Mrs. Drăguț Violeta, Costesti Technological High School, Romania

Corrector

Mrs. Drăguț Violeta, Costesti Technological High School, Romania

Translator

Mrs. Ghitulescu Daniela, Costesti Technological High School, Romania

Design

Mrs. Drăguț Violeta, Costesti Technological High School, Romania

Cuprins

INTRODUCTION

Three didactic methods to understand the role of students in society...........................................10

Made by teacher, Drăguț Violeta...................................................................................................10

Effective Teaching Methods-Six Thinking Hats

By teacher: Multu Altay................................................................................................................14

Teaching-learning-evaluation methods in the Spanish school......................................................16

Mónica Ramos

Effective Teaching Methods In My School-Italy

By teachers: Caterina Fassari & Francesca

Types of communication in public................................................................................................22

By teachers: Caterina Fassari & Francesca

The double debate method-Globalization: yes or not!?!

By teacher: Caterina

Didactic Project- Leadership.........................................................................................................25

By teacher: Daniela Ghițulescu

Project- "Self-knowledge and personal development"

By teacher: Daniela Ghițulescu.....................................................................................................28

Didactic Project- From aggression between colleagues to aggression in society.........................30

By teacher: Daniela Ghițulescu

Educational activity to raise awareness of false information in the media

By teacher: Drăguț Violeta............................................................................................................33

My teaching experience in Badalona.............................................................................................38

By teacher: Ghițulescu Daniela

Erasmus experience in Badalona -The Albatros method........................................................41

By teacher: Gherghina Nicolae......................................................................................................41

Didactic methods in the Spanish school........................................................................................43

By teacher: Popescu Ramona Ionela

Teaching equality and positivism in school...................................................................................45

By teacher: Motrun Corina-Violeta...............................................................................................45

My teaching experience to Costesti, Romania..............................................................................47

By teacher: Mónica Ramos Caballero

The double debate method, the didactic method in the Romanian school....................................49

teacher: Alba Martínez.............................................................................................................49

My Erasmus experience in Romania

By teacher: Multu

Mobility to Mugla, Turkey

By teacher: Alba Martínez

double debate

My role in Erasmus project............................................................................................................52

By teacher: Caterina

My Erasmus experience in Turkey

By teacher: Stoenescu Lăcrămioara

to Mugla, Turkey............................................................................................................56

By teacher: Mónica Ramos

My teaching experience in Italy

By teacher: Emine Sayar...............................................................................................................57

My Erasmus experience in Spain..................................................................................................58

By teacher: Multu

My teaching experience in Turkey

teacher: Gheorghe

Mobility to Costesti, Romania.......................................................................................................62

By teacher: Raúl Bujardón Del Campo.........................................................................................62

to Rosarno and Reggio Calabria, Italy

By teacher: Mónica Ramos

to Rosarno and Reggio Calabria, Italy............................................................................67

By teacher: Alba Martínez.............................................................................................................67

My Erasmus experience in Turkey

By student: Teresa Cacciola..........................................................................................................68

My Erasmus experience in Romania.............................................................................................70

By student: Rebecca Ciano

to Mugla, Turkey

student: Júlia Massegur

My Erasmus experience in Mugla.................................................................................................73

student: Bavneet

Gains

By student: Zerrin

My Erasmus experience in Italy....................................................................................................75

By student: Özlem Kocabaş

My Erasmus experience in Italy....................................................................................................76

student: Özkan

My Erasmus experience in Italy....................................................................................................77

By student: Deniz

Mobility to Mugla, Turkey

By student: Sergio Gracia Martin

Mobility to Costesti, Romania.......................................................................................................78

By student: Iker

Mobility

By student: Aadesh Pokharel

Mobility to Rosarno and Reggio Calabria, Italy............................................................................81

student: Adriana Ros

Mobility to Reggio Calabria, Italy

By Student: Júlia Massegur

Mobility to Rosarno and Reggio Calabria, Italy............................................................................83

By student: Belén Hidalgo

Mobility to Rosarno and Reggio Calabria, Italy

By student: Hugo Coleto Martín....................................................................................................84

Mobility to Rosarno and Reggio Calabria, Italy............................................................................85

By student: Aadesh

Mobility to Rosarno and Reggio Calabria, Italy

By student: Ezequiel

My experience in Italy...................................................................................................................87

student:Ilinca Elisabeta-Georgiana..........................................................................................87

My impressions for Italian mobility

By student: Leța Ioana

My impressions for Turkish mobility............................................................................................89

By student: Vișan Leonard Constantin

Erasmus experience in Spain

student: Pișcuroia Monica

My Erasmus experience in Spain..................................................................................................93

By student: Ilie Vlad Ionuț

Erasmus experience in Spain

By student: Zharia Alexandru

INTRODUCTION

The magazine - Transnational Didatic Experiences, No. 5, is made within the Erasmus project: “European Students: Responsible, Emotionally Intelligent and Useful”, no. 2020-1RO01-KA229-080403_1, funded by the European Commission. The coordinating project includes the Romanian school, which has as partner schools from Turkey-Mugla, Spain-Badalona and Italy-Rosarno.

Through this magazine we try to support the teachers in the didactic activity, through which they can debate arguably any school topic, including the motivation of learning. In this way we show that students' learning should be the main activity and we try to convince them through a dual debate, collected from the 4 partner countries.

Europe needs strong young persons, involved, active citizens who know truly democratic principles. Students are the engine on which the European community is built and the knowledge-based economy is developing. The main reason for this project came from a need of our care school for several years, ie we have a high percentage of students not motivated to learn the theory with artistic methods.

This project aims to reducing absenteeism and inclusion of students with many absences in school community for school and professional success; developing the civic spirit of the students, improving the confidence in school and themselves. Teachers will enrich the methodology used in the classroom/after-school to motivate students to come to school and achieve better results in school.Traget group Direct: 60 students and 24 teachers participating in the project.

The objectives can be achieved through student-learning activities and mutual teacher training and the application of their innovative methods in all partner schools. The activities will consist of workshops with the exchange of good practices and direct interaction, didactic, cultural, moral. The purpose of the students:

Increased students participating in learning activity confidence in equal opportunities offered by the school for all students no matter the country;

Increased understanding of democratic freedom in school of the students participating in the learning activity;

Developing the ability to understand their role in school, community, country and the EU at present and in the future, to students participating in learning activity;

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Develop the ability to correctly filter information from environment, media and other sources, eliminating from their minds the false values, to the students participating in the learning activity.

Increasing the positive attitude towards the school to students participating in project, until the end of project.

Thanks to the partners for their collaboration, I hope that the teachers will find in this book teaching-learning-assessment methods.

The magazine can be used by teachers and students in guiding counseling and guidance classes, school subjects, extracurricular activities.

Project coordinator, teacher: Drăguț Violeta

Transnational Didactic Experiences

Three didactic methods to understand the role of students in society.

Made by teacher, Drăguț Violeta Costești Technological High School, Romania

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Effective Teaching Methods-Six Thinking Hats

By teacher: Multu Altay Zubeyde Hanim Mesleki ve Teknik Anadolu Lisesi, Turkey

Edward de Bono’s Six Thinking Hats technique is an extremely useful way to debate an issue, solve a problem or to arrive at an important decision. The technique encourages a group to approach the issue at hand from all possible angles.

It is often the case that people use different thinking processes, which can make reconciliation difficult for a meaningful discussion to take place. For example, if someone wants to put forward a new idea when someone else is still thinking about the practicalities of the last idea, they will not listen properly to each other.

To resolve this situation everyone thinks about the same issues at the same time, by putting on six different metaphorical hats. Each hat has a different colour, and represents a particular type of thought process, as shown below:

1. WHITE HAT

Thought process: Information gathering

The white hat helps a group to think about how information can help them tackle a particular issue.

Questions to ask when using the white hat, can include:

What information do we have about the issue?

What does it tell us?

What information do we lack?

What information would we like to have?

How are we going to get it?

2. RED HAT

Thought process: Feelings, intuition, emotions

The red hat allows everyone in the group to express their feelings, without having to offer a rational explanation, e.g:

‘I just don’t think that idea will work.’

‘I have a good feeling about doing it this way.’

3. BLACK HAT

Thought process: Caution, criticism and assessing risks

The black hat is the hat of logic and critical judgment (although it should never be seen as the negative hat).

Black hat thinking encourages a group to consider any weak points in an idea or solution, and to work out how to avoid or counter them.

While the black hat can be the most useful of the six hats, de Bono warns against its overuse, as this can kill creative ideas and positive thinking.

4. YELLOW HAT

Thought process: Benefits and feasibility

The yellow hat is the optimistic but logical hat. It allows the group to consider the benefits of a new idea or a particular decision, and how feasible this would be.

Yellow hat thinking is useful in helping a group to see the bright side when they are feeling negative or despondent about an issue, and to view any creative ideas in a rational ligh.

5.GREEN HAT

Thought process: Creativity, new ideas and possibilities

The green hat is the hat of creativity, and is designed to encourage a group to seek new approaches and innovative solutions. Every idea, however ‘way out’ should be heard and not criticised at this stage.

Questions to ask can include:

Is there a new way we could do this?

What about approaching the issue from the opposite viewpoint?

Are there any alternatives we haven’t yet considered?

6. BLUE HAT

Thought process: Process control

The blue hat represents the whole thinking process. It is normally used by the chairperson or person who has arranged the meeting or discussion. By using the blue hat, the chairperson can organise and control the thinking process in order the meeting or discussion. By using the blue hat, the chairperson can organise and control the thinking process in order to make the discussion as productive as possible.

The chairperson can use the blue hat to direct the group towards another type of thinking. For example, if the group is running out of ideas, they may suggest the group returns to some creative green hat thinking. They may also respond to participants’ suggestions to change hats.

When you have a problem or problem to discuss, put colorful hats around the room.

Start the session by explaining that the Six Hats method is designed to encourage everyone to approach a problem or issue from a variety of different perspectives. Starting with the red hat, discuss the issue at hand, by asking the group to move round the room, ‘wearing’ each hat in order. When the group runs out of ideas and the discussion tails off, move on to the next hat. You may allow the group to move back and forward between hats if necessary, but it is important to make sure that each hat is used. You or someone else in the group should adopt the blue hat, in order to facilitate the meeting, and ensure that everyone is ‘wearing’ the same hat at the same time. This person should also capture all the group’s ideas and thinking on the appropriate flipchart sheet when ‘wearing’ each different hat. At the end of your session, agree actions with the group and assign activities as appropriate.

Teaching-learning-evaluation methods in the Spanish school

By Mónica Ramos Caballero Ins Enric Borràs, Badalona

METHOD 1: Gamification

Baamboozle: In this website you can have access to many activities.

Lesson Plan:

An activity in Baamboozle is chosen. Students are divided into two groups. They have to choose a number and answer the question hidden in that number. Team work: They have to agree which the answer is and provide it to the teacher.

The more points a team gets, the better, although there are some traps that make the game much more fun and challenging.

The Short Theatre Method is also used if a student takes the role of teacher and is the one to uncover the numbers and decide if the answers are correct or not.

METHOD 2: Learning in situ

Visiting museums and monuments of our region

Transnational Didactic Experiences

Teachers take advantage of the outnumbered historical options our region has. Thus, history and art can be taught in situ in a more practical way.

Lesson Plan:

A determined historical moment is chosen to be taught regarding the curriculum. Students pay a visit to the historical site and thanks to the theory given in class, they apply the concepts and understand in a more practical way the artistic and historical characteristics of the given moment.

By watching and touching, students have to manage to understand the way the different civilisations lived and how the architecture and the organisation of our towns and cities have changed.

Cooperative work: Different activities are given to the groups. Later, they have to join and explain to the other mates what they found out through presentations (democratic digitalization).

Short Theatre Method: students are also asked to perform a short play in which they have to display how a determined civilization lived or which were their customs.

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METHOD 3: Practical Projects

In our school different projects have been designed and put into practice this course. For instance, the radio station, the cardiopulmonary resuscitation (inside the PE department) and so on and so forth.

Lesson Plan on the radio station project:

This project is framed in an elective curricular subject within the Spanish Language Department. Students have learnt what types of sections there are in a radio station, how to use the different materials (microphones, sound editing apps, laptops, etc), what type of register is proper in each section, how to make direct and indirect questions, how to create a suitable and comfortable atmosphere in each interview, what tone to use and the importance of their voices to reach the audience and so on and so forth.

The Short Theatre Method is implied in each interview, as they have to take roles when they are recording the section.

Students learn that transitions are important in order to make the interview more interesting and, furthermore, to make the introduction, the body and the conclusion of the interview smoother.

Effective Teaching Methods In My School-Italy

By teachers: Caterina Fassari & Francesca Auddino Istituto D’istruzione Superiore “R. Piria”

Cooperative Learning method

Cooperative learning is a teaching method where students of mixed levels of ability are arranged into groups and rewarded according to the group's success, rather than the success of an individual member.

Cooperative learning involves putting together mixed-ability students in one group for an assignment.

There are five elements that define cooperative learning: Face-to-Face Interaction

Students are promoting each others' learning through face-to-face activities where they discuss and explain assignment topics with each other.

Positive Interdependence

Students have the sense that they're 'in this together,' feeling that each member's individual effort will not only help him, but the whole group. The grade of each student is dependent upon the effort of other group members

Individual Accountability

Each student is accountable for their own contribution to the group. Clearly described goals ensure that each student knows what she is responsible for and what the group is responsible for.

Group Processing

Students are given a means for analyzing their group for how well the group has learned and whether or not collaborative skills are being used.

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Collaborative Skills

Students learn not only the subject matter, but interpersonal skills and how to work in teams.

Peer to peer-method

Peer to peer learning is a type of mutual learning and training strategy. It involves participants of the same level engaging in collaborative education. Peer to peer learning is invaluable in many situations. While it's usually associated with classrooms, peer learning is also important at work. It creates an engaged workforce that is constantly developing their skills.

Put simply, peer-to-peer learning is when one or more students (or coworkers) teach other students (or coworkers). Regardless of whether individuals are students or coworkers, people support each other throughout the learning process. It's important each learner is treated the same no matter their ability

Some examples might include:

Tell me the impact this accident has had on your daily life.

Explain to me how hard it was to go back to work after the lockdown restrictions were lifted.

Describe to me how you feel about your life at this moment in time.

A TED Talk is 18 minutes long—a length that was chosen by TED organizers based both on neuroscience and strategy.

They understood that 18 minutes was long enough for a speaker to flesh out an idea, but short enough that a listener could take in, digest, and understand all of the important information. In reality, creating a talk that is ONLY 18 minutes, instead of 45, is tougher than you might imagine.

TED questions have a relevance beyond the classroom and are used in mentoring scenarios and as part of coaching techniques, counselling sessions, improving customer service in a business environment and even to help with writing victim impact statements in a court case. You want, you can also experience a unique classroom where students and teachers swap their roles. When students bring their own devices to school, they bring something familiar

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with them. This means that they can use it without hassle and are able to focus more easily on the lesson, as they don't have to think about handling completely unknown devices

Even if several websites are blocked, students who are quite tech savvy might be able to unblock them and visit them if they wish.

It is also important to undertake the necessary steps to ensure safety while implementing BYOD in the educational institutions. When participating in a scenario, students must quickly evaluate the situation, decide on the best course of action, and perform the correct procedural steps. Educators can then assess whether the students understand the material and are translating their learned knowledge into skills. Simulation-based learning allows students to apply abstract concepts to active hands-on practice.

Simulation learning is a strategy educators can use to not only teach course concepts, but to also provide students with opportunities to apply new skills, knowledge, and ideas in a practice setting that mirrors the real world.

Work-related learning encompasses all f those essential employer encounters from careers fairs and mock interviews fo employer talks and, of course, work experience programmes. A wellstructured work-related learning programme is of great benefit to students nd work experience in particular can be instrumental in students developing both hard and soft skills.

Work experience as part of work-related learning can also lead to increased engagement and attainment as well as improved transitions from education to work. Work experience can help young people look beyond education to gain an understanding of the world of work and the skills required in today’s labour market.

Types of communication in public

By teachers: Caterina Fassari & Francesca Auddino Istituto D’istruzione Superiore “R. Piria”

Communication is a process that involves three elements: sender, message and receiver. A broadcaster sends its message to a recipient, formulating it with a precise communication code and transmitting it through a specific channel. The effectiveness, of course, depends on the degree of clarity of the communicated content and the attention threshold of the listener. We can talk about three different types of communication: verbal, para-verbal and non-verbal.

Verbal communication

It represents the content of our message: what we say in words, as the result of the elaboration of our thoughts. The simpler, more direct and more concrete it is, the more effective it will be. Para-verbal communication

It represents the way in which we express our message in terms of intonation, rhythm, volume and colour of the speech. It is all that sounds "close to words", as we say things. A conscious use of our vocal medium and its expressive elements will embellish our speech and will allow us to keep the high level of public attention.

Non-verbal communication

It represents everything that goes beyond the verbal content: facial expression, eye contact, proxemics, but also, for example, the way of dressing or moving. Think of the dancers: theirs is generally a non-verbal communication, which however comes straight to those who attend a performance.

Having a good control of our body, of our presence and trying to give a physical shape to our contents, will greatly increase our level of communication.

Whatever form of communication you choose among the three types listed above, it will be all the more effective the more you take care to convey your message in a simple (never simplistic) and direct way.

Elements of communication:

The sender is the one who initiates the communication process;

The receiver is the recipient of the message;

The message is what a communicator

says;

Code is the language used to communicate;

Feedback is a response from the receiver.

Ten tips for public speaking people:

1. Preparation: carefully prepare the speech to be given.

When you are prepared, everything is simpler.

2. Intelligence: Do research on the people you are about to talk to. Knowing the cultural level of your interlocutor helps you to choose the most suitable words to make your speech effective.

3. Look at the eyes: stare at the audience "in zones" and look at a point at the back of the room where you speak.

4. For women, heels are recommended: a few more inches can help you be more confident.

5. Excite the audience: get the audience excited right away, because the first impression is essential.

6. Dress-code: often the dress helps the speaker.

7. Use words the audience knows. The use of more refined terminology is not always an indication of clarity.

8. Understand who you are in front of: find out about your audience, then tell them what they want to hear and meet their expectations. To make a speech effective (and above all to convince our interlocutor) we must find the right words to empathize with him.

9. Hands on view: hands must be visible while speaking to communicate fairly and openness.

10. Change pace: when you notice that the audience is tired, you have to do something different or have the audience do it, so as not to tire the audience.

The double debate method-Globalization: yes or not!?!

By teacher: Caterina Fassari Istituto D’istruzione Superiore “R. Piria”

We hear about globalization all the time. But what is globalization and what about its effects? Here we summarize the main ones:

Creation of a global financial market;

Increasing of new technologies in the production and dissemination of goods and services exchange;

Greater economic competitiveness;

Information development;

Increasing cultural homogeneity.

Loss of relevance of the national system as reference point in the economic and political scenario within the new global context.

The most immediate aspect of globalization is the economic one, showing both positive features linked to the potential of the global market, and negative features seem to be linked to financial disparities and instabilities.

Multiational enterprises are central in the global process. They established themselves on the market, in the 1990s thanks to the regional and global trade liberalization process.

Economic globalization is linked to three major global dangers:

Problems related to ecological destruction, such as the ozone hole and the greenhouse effect caused by the lifestyle of rich populations;

Problems related to ecological destruction caused by poverty such as toxic waste or the damage caused by the incorrect disposal of aged technologies;

The emergence of the dangers of weapons of mass annihilation linked to the dynamics of war. The economic globalization tends to influence cultural globalization, so much so that in some sectors of social science the term “Mcdonalization” coined by the sociologist Ritzer has established itself. This theory indicates the phenomenon through which local cultures are uprooted and replaced by symbols of consumerism from design and advertising, such as the Mc Donald symbol.

Against this theory there are several sociologists arguing that the global will not replace the local because the latter is part of the global. In the field of communications, the phenomenon of globalization implies an ever wider and more articulated network of relationships, favored by technological innovations.

The cost of communications is decreasing, mobile and satellite telephony makes telecommunications possible even in the most remote areas of the world, the Internet allows access to an infinite range of resources and information from all over the planet.

Internet, satellite TV and other new media extend to everyone the opportunity to take advantage of increasingly advanced services, in other words, thanks to the meeting of global and local, information offers are extended. Those who support globalization see in this process a growing

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world wealth and greater possibilities for development, cultural freedom, technological advances, education and training, competitiveness and free competition. However, not everyone believes the effects of this process to be positive, first of all the antiglobalists. The main criticism of the movement goes to the multinationals considered so powerful as to condition the choices of individual governments towards policies that are not sustainable from an environmental and energy point of view, imperialist, not respectful of local peculiarities, and harmful to the conditions of workers.

Didactic Project- Leadership

By teacher: Daniela Ghițulescu Costesti Technological High School, Romania

SUBJECT: Leadership

TOPIC: "My family obligations"

LESSON TYPE: debate

PLACE: classroom

DURATION: 50 minutes

TEACHER: teacher Ghitulescu Daniela

PURPOSE: To recognize the importance of the performance of tasks by each family member and to appreciate the work.

GENERAL OBJECTIVES knowing the specific aspects of organizing and living the family life;

ensuring the acquisition of the information necessary for the good organization and functioning

of the family life; identifying the time budget and the specifics of family roles;

identifying the different functions of the family and its importance in social life;

determining the understanding and taking on roles, responsibilities in family life;

understanding the need to respect each member of the family in the conditions of living in a

microgroup.

REFERENCE OBJECTIVES

To ascertain the level of knowledge;

To select the essential information.

To notice the connection between the text and the accompanying images;

To correct or complete some conclusions;

To systematize and consolidate the acquired knowledge;

To classify and define some elements;

To justify the importance of some elements.

SPECIFIC OBJECTIVES: At the end of the class students will be able to:

To justify the division of tasks in the family;

To list tasks that belong to the family;

To express by drawing their obligations in the family.

To appreciate work;

To identify solutions for the proposed problem situations;

To act and collaborate for the fulfillment of their tasks;

To work in a team - respecting the work rules;

To identify and get involved in the realization of the team's problems;

To assume roles and responsibilities in the group;

To state maxims and aphorisms about work;

To express their own opinions;

To formulate conclusions;

Show interest in the class;

TEACHING MEDIA:

-questionnaires, worksheets, drawing and coloring sheets, management notebooks, leaflets and questionnaires about drugs, tobacco and alcohol.

TEACHING METHODS: active, group work.

Heuristic conversation, dialogue, illustrative demonstration, learning by discovery, questionnaire, clusters, case study, problematization.

INFORMATION SOURCES - BIBLIOGRAPHY

1. Leadership and counseling- Daniela Calugăru, Ed. Gh. Alexandru, Craiova, 2004;

2. Column of Infinity-A. Stanciulecu, Ed. Albatros, 1982;

3. Educational counseling, A. Băban, Imprimeria Ardealul, 2001;

4. Notebook of education and self-education - A. Schneider, Ed. Corvin, 1999;

5. Our everyday education - I. Dragan, P. Petroman, D Margineantu, Ed. Eurobit, timisoara, 1992.

LESSON CONDUCT:

a) Previous preparation of the topic: the students were informed about the topic that will be debated from the previous class, assignments were distributed, bibliography was indicated, questionnaires were completed, materials necessary for the class were purchased.

b) Breaking the ice: organizing the class and ensuring the emotional-attitudinal atmosphere corresponding to a good development of the lesson. -presentation of guests; -checking the students’ presence; -information regarding the current problems of the class (frequency, situation at school, evolution of teacher-student relations, state of discipline, special events).

c) Capturing attention:

announcing the theme: "My obligations in the family".

Establishing a motto: "Work removes from us three great evils: boredom, vice, need." listing the specific objectives.

Write the word FAMILY vertically and ask the children to write words that start with the

respective letters; these words must be related to how they feel when they think of their family;

The results from the type 1 questionnaires are discussed and compared, the grapes are made;

The task is to find solutions, to formulate opinions on some problem situations and possibly to

exemplify concrete cases;

Students are asked to present the drawings made regarding their tasks in the family;

Reading some maxims about work

d) Achieving performance:

-predictions are made like: "X has decided", "in the family it must be like"

e) Fixation: the obligations of the students in the family are reviewed and the bundles are filled in;

- the type 2 questionnaires are completed, the results are discussed; - the type 3 questionnaires are filled in, the results are discussed;

f) Announcing the following topic: "Tobacco, alcohol, drugs - signs of maturity?"

-indication of a bibliography, distribution of leaflets and questionnaires.

CONCLUSIONS:

Students show maturity in formulating conclusions.

Each right also presupposes a duty on the part of each.

Appreciations are made on the activity, the students are active, they participate with interest (with pleasure) - that is why I encourage them by addressing them verbal appreciations throughout the homework.

QUESTIONNAIRE 1

1. What obligations do you have in your family?

2. What things do you not enjoy doing?

3. What tasks do you enjoy doing?

4. Do you talk back to parents when you are asked to do something?

Do you think you have too many tasks?

Doesn't it bother you that you don't have family duties?

List the household chores you do with your parents.

QUESTIONNAIRE 2

1. Why is it good if all family members have household chores?

a. One person cannot do all the work;

everyone must learn how to do housework;

c. Always have order in the house;

To learn to respect the work of others;

All family members must also have free time.

2. In your opinion, who is responsible for carrying out the various tasks in the family? (Number) the one who knows how.

to the one who has time.

to the one willing to do it.

the one who received this

family decides jointly

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light work is done by children, the heaviest by adults.

3. State maxims and aphorisms about work.

4. Represent by drawing the task that you gladly fulfill in the family.

Problem situations

1. Imagine a family in which no one has precise tasks, everyone does what they want. How do you see it?

2. How is a family in which only the mother has the obligation to handle all the tasks that fall to the whole family. How do you see it?

3. What do you think about a family in which the children are exploited - they are sent to beg, they do hard work. What do you think?

4. How are tasks divided into a single-parent family? Do you agree that they should not have household chores and children?

Didactic Project- "Self-knowledge and personal development"

By teacher: Daniela Ghițulescu Costesti Technological High School, Romania

Theme: "Self-knowledge and personal development"

Date: March 30, 2020

Duration: 50 minutes

Purpose: Encouraging parent-child collaboration, parent-teacher / school counselor, child / parent-teacher / school counselor;

Objectives: at the end of the class the participants will be able to: a. informative

01 - to define the concept "home"; 02 - to identify the emotions related to this concept; b. formative:

03 - to collaborate with each other and with the manager / counselor; 04 - to establish common terms for this concept; Methods: heuristic conversation, exposition, problematization, evaluative observation; Means / Resources: blackboard, Worksheet “Identifying the concept HOME”, the leader's notebook, the leader's portfolio;

Carrying out the activity

Classroom management and psychological preparation (5 minutes):

- the worksheets are provided, the desks are placed in a semicircle, so that the participants can sit face to face, in order to ensure a direct, interactive communication;

- the importance of communication and collaboration between parent-child, parent-teacher / school counselor, child / parent-teacher / school counselor will be emphasized;

Carrying out the activity itself (20 minutes):

Before class begins, students will be asked to place the desks in the semicircle; two sit downparent and child.

They will be explained the purpose of the meeting, namely: identifying the concept of "home" and the importance of collaboration between parent - child, parent - teacher / school counselor, child / parent - teacher / school counselor.

Parents and students will exemplify, without collaborating, the concept of "home" (meaning for each one "home") - (5 minutes).

Then they will exchange cards with their children and explain what they wanted to say (if one of them does not understand something from what the other wanted to say) - (5 minutes).

After confronting their personal opinions, they are asked to try to find similarities and differences between the concepts presented by each of them.

Some concrete examples will be noted on the board, after being presented by the proposers. In advance, they will be suggested to be as specific as possible.

The leader and the counselor work with groups of parents and children to make sure they understand what is being asked of them and, most importantly, that the work environment is pleasant.

After completing the forms, parents and children will present, in each other's vision, the concept of "home". In the presentation made in front of the class, the "teams" completed each other very well - (10 minutes).

Discussions

• The importance of communication between parents and children.

• The effects of this communication.

• Messages sent via communication. (Ten minutes)

Objectives: to understand the collaboration and communication between parents and their children.

Carrying out the activity Conclusions (5 minutes):

1. The teacher asks the parents to tell them what they expected when they were invited to participate with their children in the conducting activity.

2. The counselor asks the children to say what they expected when they were invited to participate together with parents in the leadership activity.

3. The leader will establish together with the participants what were the “notions” new to them, about which they already had knowledge (from their own experience or from other sources).

4. The counselor will ask them to give real examples of new concepts that interest them and consider that it will help them to collaborate with their children.

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Activity evaluation (5 minutes):

5. The characteristics of assertive behavior, between parents and children, will be briefly presented to the class, asking them to identify their emotions and reactions following the activity.

Discussions

• Are there any similarities and differences between the concepts presented by each? If so, what are they?

• Are there any similarities and differences between home and school behavior? If so, what are they?

• At the end, conclusions are drawn and concrete examples are given (what is it good, what is not good, etc.). (Ten minutes)

Didactic Project- From aggression between colleagues to aggression in society

By teacher: Daniela Ghițulescu Costesti Technological High School, Romania

Class: 9th grade

Subject: Counseling and guidance

Theme: From aggression between colleagues to aggression in society General competence: Development of lifestyle management skills.

The quality of social relations Specific skills:

- Domestic violence.

- Emotional, cognitive and behavioral consequences.

- Prevention strategies in school and community.

- Promoting personal values and principles.

Derived competencies (Reference objectives)

- Combating and preventing violence among students;

- Learning and understanding the causes that generate aggression;

- Formation of adequate intervention skills in cases of aggression, abuse, deviance.

Implementation strategies:

a) Methods and procedures: case study, discussion, problematic conversation.

b) Teaching aids: worksheets, colored sheets, notebooks

c) Form of organization: frontal, group and individual.

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Scenario

1. The organizational moment

- ensuring the didactic-material conditions

- establishing the attendance and the aspects of school discipline.

2. Announcing the theme and objectives

From aggression between colleagues to aggression in society

3. Verification of knowledge:

- Where can violence be found?

- Can you give an example of some of the reasons for violence?

"When do you have to resist violence?"

- How can we avoid violent behavior?

- Do you have some characteristics of aggression?

- How can we prevent aggression?

4. Carrying out the activity

The class is divided into four groups, and each group will receive a case.

Case presentation

Case 1

When I got to class, the fight was over. Student C. was full of blood on his face, and P. had a red nose and a puff as if he had come from a race. What happened ? I asked.

- For a long time - C told me, dirty with blood - P called me "The long one".

He does this not only when we are among our classmates, but also in the school yard, during breaks, so that the students from other classes also hear and start addressing me with "The long one ". I asked him once, twice ... in vain ... Today the same situation. If I told him to stop, he would hit me in the nose ....

And?

- I showed him who " The long one " is and what he can do.

"But you seemed to be friends?"

"We're still friends, but that doesn't mean I can let him do what he wants."

- But the class didn't intervene? They did! If they didn't intervene, they would fight worse.

Case 2

The children of the neighbors in question were classmates. In the fifth grade, they both studied very well. They played together, did their homework together, were good friends. In the sixth grade, one of them got into a "gang" with the boys in the neighborhood and his grades became lower. His father had started a business, he was always gone, he didn't know what his son was doing. Mother noticed that her son was leaving home for a long time, he noticed him, but he didn't care what his mother said. At school, his friend asked him during a break: What did you do that for? He's just your friend!

"My father taught me not to give up." If I can't beat him in school to prove I'm stronger than him ... And he started crying ...

Case 3

For several weeks now, "Van Damme," an eighth-grade student who was proud of his nickname because of the muscles he was constantly exposing, had been torturing a small second-grade student. He would hinder her, push her, follow her to a secluded place in the schoolyard, and take her money. She did not dare to say anything to anyone for fear of being beaten every time.

Until one day, when a colleague of the "star" warns him that this is not the way to behave with younger students and that he will discuss it in class if it does not stop. That was the reason why the fight started. Asked by the conductor, "Van Damme" proudly answers: "If he doesn't watch movies and doesn't know how to fight, why don't he shut up?"

Case 4

The student's parents were arguing more and more often. The atmosphere in the house was unbearable. In order to get rid of it, Răzvan often left home, under various pretexts: to study history with a colleague, to prepare for a task with another colleague. When he stayed home, his only companion was the television. From a good student, he starts having small grades, during breaks he was sad, he isolated himself from his classmates. Asked by the teacher if the parents know his school results, he answers:

- Yes, I know them, but my parents claim high marks, they trust me! No more that, after several weak notes are written in his notebook, he "disappears". When they discussed more seriously with him, explaining that the loss of the card leads to the sanction of the student, the card appears, but it had all the bad marks modified. "I was ashamed to show it to my father."

Each group has a worksheet to write down:

1. The causes that led to the story;

2. What measures do you think should be taken?;

3. How would you continue the story ...:?

Working time will be 10 minutes. The worksheets will be fixed on the board and the leader of each group will present what those in his group have solved. Each group will use a certain color.

Students from the other groups will be attentive, will be able to ask questions, will be able to make additions that will be written on the worksheet with the color of their group. This will show which group was more active. In order to better imprint in their memory what are the causes of these aggressions, the common causes will be surrounded with the same color.

1. Ensuring retention and transfer

Students will complete the following test:

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which is manifested by

1. Aggression is a disorder of

2. Physical and verbal aggression is a predominance of young people belonging to street gangs. These young people are deprived of ............................................. , which makes them aggressive.

3. How are the relationships between an aggressive young person and the school (teachers, colleagues)?

4. Communicate with family? Do you think that TV takes them too long? General conclusions:

Mihai Ralea defined man "as a being capable of restraining his reactions". We would not be human if we did not fight our negative impulses and not restrain them.

Evaluation

Verbal assessments are made on the students' participation in the lesson.

Educational activity to raise awareness of false information in the media

By teacher: Drăguț Violeta Costesti Technological High School, Romania

The outdoor activity organized by us as a research workshop within the Dracula-Bran Castle, aimed to compare information from the media with information from the field and develop critical and historical thinking.

The activity involves an online activity, during which each student searches the Internet for information about the given topic. In our case, the theme was "Dracula between myth and truth". Each of them made a presentation in digital format, with the materials they found. The stage consisted of a field trip. The students were divided into work teams, each coordinated by 1-2 teachers. Each team received a working sub-theme. At the end, the activity ended with a round table where everyone presented their new impressions and each group made their own easel for the exhibition.

TEAM 1

1. Make a power point /video presentation, Bran Castle presentation, using photos taken by you.

2. Introduce each part of the Music Hall. Present each object in the room on a slide

3. Make a power point presentation, Bran Castle presentation, using photos taken by you.

4. Include the project title, project number, project logo, Erasmus logo, your name, year.

Students

SOLVE THE TEST

TEAM 2

Make a power point presentation, Bran Castle presentation, using photos taken by you.

Introduce each part of the QUEEN'S BEDROOM.

Present each object in the room on a slide

Include the project title, project number, project logo, Erasmus logo, your name, year.

Students

SOLVE THE TEST

TEAM 3

Make a power point presentation, Bran Castle presentation, using photos taken by you.

Introduce each part of the BEAUTIFUL VIEWS /

FROM ALL CASTLE WINDOWS.

Present each object in the room on a slide

Include the project title, project number, project logo, Erasmus logo, your name, year.

SOLVE THE TEST https://forms.gle/6PszP5gAfgqVJaqY8

TEAM 4

Make a power point presentation, Bran Castle presentation, using photos taken by you.

Introduce each part of the WEAPONS ROOM.

Present each object in the room on a slide

Include the project title, project number, project logo, Erasmus logo, your name, year.

SOLVE THE TEST https://forms.gle/6PszP5gAfgqVJaqY8

5

Make a power point presentation, Bran Castle presentation, using photos taken by you.

Introduce each part of the PRESENT YOUR COSTUME ROOM

Present each object in the room on a slide

There were also common questions/ tasks in the test in GoogleForms:

When the castle was built?

Upload a photo from Hunting Interior;

Upload a photo from the Gothic Hall of Bran Castle;

Upload a photo with Ceramic Fireplace;

Upload a photo of Prince Mircea's Chapel;

Upload a photo of Bran Castle's Dungeon Tower;

Present 3 solutions to increase the number of tourists at the castle;

Here are 3 problems from Bran Castle that should be improved. Show a difference between what you saw on the internet and what the castle really looks like. Following the activity, the following suggestions were gathered from the students for increasing the promotion of the castle in the media:  For me to ensure that there are more visitors there should be more signs to understand where the castle is, that it is more accessible for disabled people and that there more guided tour;  To transform the castle un a escape room to make a restaurant the staff saber Dracula’s clothes;  More advertising, where the castle is, more accessability for disabled people;  Cheapeters tickets, televisión advertising, more diferentes guides;  Creating advertising, cheaper tickets, new souvenirs;  Public transport;  payment in euros;

The problems with bran castle are that it is not very wheelchair accessible, there are many people for such small spaces and there is no fire protection system;  The stairs are uncomfortable;  there are not near bars,  the visits should be more interesting;  Bad stairs, very tiring place, there aren't restaurant near here;

 The dimensions are much larger than the photos on the internet;  The place where it is located looks different from the photos;  The accesses to the rooms that cannot be visited do not respect the photos on the internet;  From the internet it appears more polished, more mysterious and in reality there is little history of dracula inside the castle;  The ceiling is very low;  it's very cold inside;  there aren't many weapons

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My teaching experience in Badalona

By teacher: Ghițulescu Daniela Costesti Technological High School, Romania

Between December 13-17, 2021, the first mobility within the project European students responsible, motivated, intelligent emotionally and usefully took place. The project aims to develop the civic and social skills of students from the partner schools.

The project will be carried out by four high schools from four European countries: Romania, Spain, Italy and Turkey, in the period 2020-2022.

In the first mobility carried out at the Spanish partner in Badalona, three teachers from our school participated, Ms. Director Prof. Eng. Nicolae Gherghina, Ms. professor of economic subjects Motrun Corina and mrs. English language professor Daniela Ghițulescu, together with five students, Pișcuroaia Georgiana, 9th grade, Șerban Mădălina Ariana, 11th grade, Zaharia Alexandru, 10th grade, Ilie Vlad, 10th grade and Dobroiu Paul, 10th grade XI, and an accompanying teacher, Mrs. Prof. Popescu Ramona.

On the first day of activity at the Enric Borras Institute in Badalona, we were greeted by our hosts and the school director gave us a welcome speech. We visited the host school and discovered similarities and differences between our educational institutions, the way classrooms, laboratories, play or dining areas are organized. The host institution trains students in fields such as beauty and care, hair care, massage, but also has mechanical specializations.

It was followed by a workshop called Knowing each other, a quality and a portrait in which everyone had to draw the portrait of the person in front of them and write down a quality that they can identify at first sight.

The representatives of each participating country and the students had the honor of being interviewed by the students of the host high school, an interview that was broadcast live on the frequency of Radio Borras, the Spanish high school radio. The host students were interested in their experience within the Erasmus program, but also in the flight experience or the first impression they had of their country, town and school

A lesson plan was thought and elaborated by the participating teachers, using the Albatros method, a key method of this mobility.

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The presentations of the participating schools followed. Each representative of the participating countries presented their school and the main activities carried out. A discussion followed about the similarities and differences identified, with each representative highlighting the positive things they noticed that can be implemented in their own school.

The teachers worked together to create the Top 10 magazine.

After finishing the school activities, all project participants were received by the town mayor, where we learned interesting things about the history of the place and exchanged souvenirs.

During these days of mobility, I participated in several classes held by the teachers of the host school, where I witnessed different methods of implementation and application of the Albatros method, in different forms and in different situations.

While the students were engaged in various activities, the teachers participated in a round table on the theme of Equal opportunities in schools in Europe and worked on the design of the calendar illustrated with maxims on equal opportunities, materials brought by each participating country. Outdoor activities were organized precisely to emphasize the roots of this Albatros method, namely the cultural differences that, most of the time, he does not know, which leads to misunderstandings and discrimination. I participated in an Els Amics del Quetx sailing activity and an exhibition and visit organized by the Open Arms organization that deals with the rescue of shipwrecked people at sea, especially refugees.

O altă activitate outdoor a fost organizată în El Poble Espanyol în care participanții au luat parte la un workshop modernist.

We organized the exhibition Equal opportunities for students through the eyes of adults with the materials brought by each participant, using the Albatros method.

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The workshop Equality in drawing and Equality in pictures was held with the previously prepared materials, and a photo album was created to illustrate the priority method used, Albatros.

An open discussion about the strengths and weaknesses of mobility took place at the end of all activities, and important milestones for the next activities were set.

The certificates of participation, the final ceremony and the exchange of sovereigns concluded the entire period of intense, innovative, practical and useful activity.

My Erasmus experience in Badalona -The Albatros method

By teacher: Gherghina Nicolae Costesti Technological High School

Between December 13-17, 2021, I participated in the mobility from Spain, Badalona within the project "European students responsible, motivated, intelligent emotionally and usefully" implemented by Costești Technological High School. The Romanian team consisted of 4 teachers and 5 students, the collaboration between us was very good, each member contributing to the project. The aim of the project is to develop civic and social skills among students from partner schools in the 4 countries, namely: Romania, Spain, Italy and Turkey. The partner school in Spain was the Enric Borras Institute in Badalona.

The first day of activity took place at the Spanish partner in Badalona - Institut Enric Borras began with a visit to the host school (classrooms, laboratories, playgrounds, mass hall, office, amphitheater, etc.). The Enric Borras Institute in Badalona trains students in various fields, for example: car mechanic, welder, beauty and care, hair care, massage.

The day continued with the workshop called "Knowledge, a quality and a portrait".

In this activity, each participant drew the portrait of the person in front of them and wrote down a quality of the person drawn that they identified at first sight.

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Another activity consisted in interviewing the representatives of each participating country, the Enric Borras Institute in Badalona owning a radio (Radio Borras). Thus, the students were interviewed by the students of the host high school and the interview was broadcast live.

After completing the activities in the school, we were received by the mayor of Badalona where we listened carefully to the history of the city, interesting facts about the construction of the building in which we were received but also about the solid partnership between the mayor's office and the school.

The next day I attended open lessons, where I saw different teaching techniques such as the Albatross Method.

Another interesting activity that took place outdoors, where the students divided into mixed groups discovered different places in a certain area of Barcelona.

Another very interesting activity was organized in El Poble Espanyol where we participated in a workshop where each participant had the opportunity to create something unique inspired by GAUDI art.

On the last day, free discussions were held regarding the Albatros method and the activities that took place during this mobility. Certificates of participation were handed out.

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Didactic methods in the Spanish school

By teacher: Popescu Ramona Ionela Costesti Technological High School

Between December 13-17, 2021, I had the opportunity to participate in the mobility from Spain, Badalona within the project European students responsible, motivated, intelligent emotionally and usefully implemented by Costești Technological High School. The team from Romania was made up of 4 teaching staff, the collaboration between us was very good, each member contributing to the project. The aim of the project is to develop civic and social skills among students from partner schools in the 4 countries, namely: Romania, Spain, Italy and Turkey. The first mobility within this project took place at the Spanish partner in Badalona - Institut Enric Borras and my role was as accompanying teacher for five students from Costești Technological High School: Pișcuroaia Georgiana, 9th grade, Șerban Mădălina Ariana, 11th grade, Zaharia Alexandru, 10th. grades, Ilie Vlad, 10th grade and Dobroiu Paul, 11th grade. The first day of activity at the Enric Borras Institute in Badalona

The Enric Borras Institute in Badalona trains students in various fields, for example: car mechanic, welder, beauty and care, hair care, massage. The school manager gave us a warm welcome and a nice welcome speech.

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The day continued with the workshop called "Knowledge, a quality and a portrait".

In this activity, each participant drew the portrait of the person in front of them and wrote down a quality of the person drawn that they identified at first sight.

The Enric Borras Institute in Badalona owns a radio (Radio Borras) and the next activity consisted in interviewing the representatives of each participating country. Thus, the students were interviewed by the students of the host high school and the interview was broadcast live.În next, the partner schools presented themselves (presentation of professional qualifications, extracurricular activities, implemented and ongoing Erasmus projects, etc.).

After the presentations were over, there were debates about making the magazine's Top 10.

After completing the activities in the school, we were received by the mayor of Badalona where we listened carefully to the history of the city, interesting facts about the construction of the building in which we were received but also about the solid partnership between the mayor's office and the school. In the following days, we had the opportunity to participate in several open classes where we saw different implementation and application

techniques of the Albatros method, we also participated in the Equal Opportunities in European schools activity.

We also carried out many outdoor activities that were mainly aimed at emphasizing the Albatros method, for example:

- surfing activity Els Amics del Quetx;

- activity of visiting a ship that deals with rescuing shipwrecked people at sea, mainly refugees. Another very interesting activity was organized in El Poble Espanyol where we participated in a workshop where each participant had the opportunity to create something unique inspired by GAUDI art.

On the last day, free discussions were held regarding the Albatros method and the activities that took place during this mobility. Certificates of participation were handed out. The opportunity to participate in this project was for me a way to acquire new knowledge and develop new personal and professional skills. The fact that it was spoken in English gave me the opportunity to improve and enrich my vocabulary. I believe that each Erasmus mobility is a unique experience that contributes to broadening personal horizons because Erasmus means life experience, new friends, international culturalization.

Teaching equality and positivism in school

By teacher: Motrun Corina-Violeta Costesti Technological High School

Costești Technological High School runs the Erasmus+ project "European students responsible, motivated, intelligent emotionally and usefully" as coordinator.

It is carried out through the cooperation of four high schools, from four European countries: Romania, Spain, Italy and Turkey, and aims to develop the civic and social skills of students. The first mobility took place at the INS Enric Borràs high school, located in Badalona, Spain. The mobility participants were warmly welcomed by the school director, took part in a tour of the halls and laboratories, were interviewed by the students of the host high school on the local station Radio Borras. Activities to get to know the participants, Knowing each other, a quality and a portrait, of the partner schools and the initial test followed.

During the mobilization, the participants debated about political equality from 1914 onwards, created an exhibition Equal opportunities for students through the eyes of adults, participated in the Workshop Equality in drawing and Equality in pictures.

The participants experienced a series of non-formal education methods: the albatross method, debates, workshops, interactive presentations, role-playing games, etc. The Albatros method is a non-formal education method whose purpose is to put the participants in a situation where they face different behaviors, experiences, things, etc., new to them. It illustrates very well the fact that many things are misinterpreted at first glance, and it points out the complexity of a culture equally well.

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It is carried out in two stages. The first stage is the encounter between the members of an imaginary culture (the Albatrossians) and the outsiders (the participants), and the second stage is the evaluation of what happened.

The outdoor activities carried out were a powerful source of learning experiences in a relaxing, free environment, without the constraints imposed by the "four walls of a classroom" and offered the children countless challenges, so that the educational process of became strong, inspirational and able to change antisocial behaviors, to create a strong relationship between them, based on mutual support. Participants had the opportunity to experience sailing through Open Arms - a non-governmental organization whose main mission is to protect those trying to reach Europe by sea, fleeing armed conflict, persecution or poverty, and also to inform and educate them on land so that those who migrate can make decisions with full freedom and knowledge.

The purpose of this activity sought to generate empathy and critical thinking through the testimonies of people forced to risk their lives at sea, as the only alternative to protect the most fundamental right of all: the right to life.

Another outdoor activity was organized in El Poble Espanyol, where participants took part in activities specially designed for foreign students, with the aim of them discovering first-hand aspects related to Spanish culture.

The participants benefited from a tour of the entire premises, to discover its architectural and cultural value. Visiting the Fran Daurel Museum was particularly interesting and included over 300 works by top exponents of contemporary Spanish art (Picasso, Dalí, Miró, etc.). The visit to the glass furnace was also fascinating, one of the few remaining in Spain where we could watch the blown glass artisans working live.

The wide variety of artisans working on site make Poble Espanyol the best place in Barcelona to practice these types of activities. The children participated in enameling and painted glass workshops. After the activity, the students took the pieces they made with their own hands.

On the last day, a mobility analysis was done, following the completion of the feedback questionnaires.

The objectives proposed for this mobility were achieved through an adequate learning experience for the participants.

The activities of this mobility ended with the awarding of certificates of participation in the closing ceremony.

My teaching experience to Costesti, Romania

By teacher: Mónica Ramos Caballero Ins Enric Borràs, Badalona

The mobility in Romania took place from 15 to 21 May 2022. Spain arrived in Bucharest by plane and arrived in Costesti by minibus. Students stayed with the host families and teachers stayed in a hotel in Pitesti. Academically speaking, Spain had a lot of expectations, as it was the first time we all traveled to Romania and the program was very challenging. The main topic of the mobility was focused on how to filter the information we get from the media and how to avoid fake news or data. Thus, it was really interesting to face the stereotypes and the fake information that the Spanish crew had on the country and its citizens and to know face to face how the Romanian culture and people are.

The academic activities that all the participants underwent were focused on the main topic: filtering information from the media. A methodology that we learnt in the classroom in order to put into practice how to filter the fake data was The Double Debate Method. In this, there are two teams who search information about a topic. One of the teams has to defend the pros and the other, the cons. Individually, they have to provide information about the issue and the other team has to intervene. Only an intervention is allowed in order not to heat the debate. After that, teachers had to evaluate if the students had provided trustworthy and reliable information, as well as their communicative skills. Undoubtedly, this is a method we are going to apply in Spain. In fact, we have already used a version of it, allowing more than one intervention per person, but this way interaction is not interrupted and goes on smoothly.

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Apart from the double debate, students also created drawing and picture exhibitions regarding the cultural visit to Bran Castle. This way, we could observe from different perspectives the information provided from the castle tour. It would have been interesting that each team could explain their posters, however, the number of activities to do was rather high and we couldn’t have material time to exploit them even more.

At Enric Borràs, our secondary school, we are used to working digitally and the main topic of the Romanian mobility suited our necessities exponentially. Moreover, we have learnt a new method to apply in our classrooms, the Double Debate. I absolutely recommend visiting our colleagues’ school in Costesti, as they work on a wide range of activities that motivate students to learn for their future lives.

The double debate method, the didactic method in the Romanian school

By teacher: Alba Martínez School: Ins Enric Borràs

The mobility that we carried out from May 15 to 21 in Romania, not only had a multicultural component, but also, as a teaching activity that is, was characterized by the realization of activities of a scientific nature, understanding these as part of the learning process. It's not just about a cultural

immersion. In addition, we accomplish a series of projects based on the scientific method of observation, verification and emission of hypotheses, in the different topics discussed, as I will show below

Among the different activities we carry out both inside and outside the high school, I have considered the following selection to show what we worked in the different workshops we did.

First of all: “the method of double debating with the opponent”, which consists on getting to practice your critical thinking skills, speaking skills, writing skills, and you ability to civilly yet assertive discuss different perspectives on controversial issues. There will be at least 10 debates and each debate will envolve 2 teams of 4-5 students. Thus, each student will àrticipate in at least 2 debates. Teams should prepare their presentations well in advance.

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It is also worth mentioning the workshop "Promotion in the environment” and another one conducted in collaboration with Costesti Theoretical High School about Fake News. Moreover, we made the caricature of types of communication and online manipulation and the exhibition “The Dracula myth in the media and in reality”. I would also like to highlight the workshop “We and the European Union”, with a more political character.

We have tried to work on the objectives for a more sustainable development through new digital and knowledge techniques, making careful and conscious use of the resources that sources such as the internet provide us today.

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In summary, a series of activities that, based on an exploration of previous contents, present a work methodology that ends with an evaluation through checklists and questionnaires, whose purpose is to finish settling what has been worked.

My Erasmus experience in Romania -The double debate method

By teacher: Multu Altay Zubeyde Hanim Mesleki ve Teknik Anadolu Lisesi

Project activities carried out between 15.05.2022 - 21.05.2022. We had a short information meeting. We attended the opening ceremony of the school. We listened to the opening speech of the school principal.

Participants expressed their expectations and opinions about mobility via a survey. A school tour was organized under the guidance of some teachers of the school. On this tour, we had the opportunity to see different units of the school. We spoke to some teachers about school and Romania.

We joined some lessons in different classes. There were some presentations such as, 'Moments of crossroads in history", “Internet and /terrorism”

Also, we attended a workshop called “Personalities between success and failure”, “Types of Communication in Society and Virtual Environment”

We watched a debate competition among students. We were introduced to and then applied the Double Debate method, a method that requires students to be divided into 2 groups and each group to make an argument for or against a given motion (a truth), the groups can change their roles and the activity can continue.

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A general evaluation meeting was held on the last day of the mobility (18 December 2021). At the meeting, the participants evaluated the week and expressed their achievements. The mobility finished with the certificate ceremony.

Mobility to Mugla, Turkey

By teacher: Alba Martínez Ins Enric Borràs

The mobility that we carried out from June 11 to 18 in Turkey, not only had a multicultural component, but also, as a teaching activity that is, was characterized by the realization of activities of a scientific nature, understanding these as part of the learning process. It's not just about a cultural immersion. In addition, we accomplish a series of projects based on the scientific method of observation, verification and emission of hypotheses, in the different topics discussed, as I will show below.

My role in Erasmus project

By teacher: Caterina Fassari Istituto D’istruzione Superiore “R. Piria

Today's school plays a role of fundamental importance since it has the task of strengthening the abilities of each of us, to interact in society, and it must consider the needs of the individual and, at the same time, it must promote the formation of the man and of the citizen as required by our

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Constitution.

The school must develop creativity by helping young people to acquire mental elasticity that allows them to solve problems, that arise, as they arise.The school, in addition to promoting social inclusion, becomes an educator who transmits values because the process o My role/ITALYToday's school plays a role of fundamental importance since it has the task of strengthening the abilities of each of us, to interact in society, and it must consider the needs of the individual and, at the same time, it must promote the formation of the man and of the citizen as required by our Constitution. The school must develop creativity by helping young people to acquire mental elasticity that allows them to solve problems, that arise, as they arise. The school, in addition to promoting social inclusion, becomes an educator who transmits values because the process of personality formation takes place, not only spontaneously, but also through the cultural context in which one lives.The stimuli offered by the school are the building blocks on which young people’s personality is built because they need stimuli, support and guidance to mature in the right way.The pupil also builds his identity by interacting with significant adult figures outside the family. The quality of the relationship with the teachers is a particularly important aspect in the identification process, for how it contributes to forming the

pupil's self-image .Teachers can help reduce and contain the feelings of guilt with which adolescents, more or less consciously, face the beginning of separation from parental figures, an inevitable and necessary process for growing up but which always involves a price to be paid on an emotional level. . The school educates through culture which gives the tools to understand reality and interact with it; but it also gives the keys to understand one's own humanity, in its meaning and in its values; from words to narrate one's life and put it in communication with others. Furthermore, by providing adequate education, the school allows young people to belong to more dignified social classes that distance them from environments in which the rules of society are not always respected. In fact, those who have no education often fall into the tunnel of juvenile delinquency; education represents an important resource because it facilitates the young people’s entry into the world of work.Those who have an education know and assert their rights and can aspire to fill prestigious roles that allow them to lead a dignified life; this is why schools must take steps to provide young people with all the tools they need, to know how to move in a society that is increasingly difficult to manage and govern. Knowledge sets us free, ignorance makes us slaves. Personality formation takes place, not only spontaneously, but also through the cultural context in which one lives.The stimuli offered by the school are the building blocks on which young people’s personality is built because they need stimuli, support and guidance to mature in the right way.The pupil also builds his identity by interacting with significant adult figures outside the family. The quality of the relationship with the teachers is a particularly important aspect in the identification process, for how it contributes to forming the pupil's self-image .Teachers can help reduce and contain the feelings of guilt with which adolescents, more or less consciously, face the beginning of separation from parental figures, an inevitable and necessary process for growing up but which always involves a price to be paid on an emotional level.The school educates through culture which gives the tools to understand reality and interact with it; but it also gives the keys to understand one's own humanity, in its meaning and in its values; from words to narrate one's life and put it in communication with others.Furthermore, by providing adequate education, the school allows young people to belong to more dignified social classes that distance them from environments in which the rules of society are not always respected.

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In fact, those who have no education often fall into the tunnel of juvenile delinquency; education represents an important resource because it facilitates the young people’s entry into the world of work.Those who have an education know and assert their rights and can aspire to fill prestigious roles that allow them to lead a dignified life; this is why schools must take steps to provide young people with all the tools they need, to know how to move in a society that is increasingly difficult to manage and govern. Knowledge sets us free, ignorance makes us slaves.

My Erasmus experience in Turkey

By teacher: Stoenescu Lăcrămioara Technological High School, Romania

I received with pleasure the news of the departure to Turkey, for the period June 11-18, as part of the Erasmus project. So in the evening of June 11 at 9:30

I got on the bus in the town of Costesti at the appointed point. We all met - 3 teachers and 8 students eager to meet new places and people. With emotion, we got on the bus, choosing our seats, each with his own thoughts and predictions about the activity to come. The first stop was at Ruse customs, where I presented my passport, then the journey continued. The Bucharest road - the Bulgarian border with Turkey totaling 634 km, where I again presented my passport and left for Canakkale passing through the Dardanelles Strait. Bucharest Canakkale 915 km. We arrived at Canakkale around 2 p.m. where we stayed and then went for a walk. I visited the cosmopolitan city, otherwise particularly beautiful with the multitude of beautiful boats and ships. At 12 midnight we left for Mugla another 558 km. In the morning we arrived in Mugla at a nice hotel where we stayed, the accommodation including breakfast.

At 9 o'clock we went to the high school where we met the students and teachers from 3 more countries - Italy, Spain and obviously Turkey. The reception was particularly nice, I got to know the other groups from the other countries and each group presented a PPt. - with the high school and the localities where they come from. We were introduced to the city of Mugla, which is located at an altitude of 660m, is a municipality and has a population of over 64,700 inhabitants. After the presentation, the separate activities of the students and the teachers began.

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After finishing the activities, we had free time in which we visited the city, which is particularly beautiful, we had dinner in the city, testing the various Turkish dishes.

Every day there were beautiful and special activities such as YES, NO, attending different activities during the classes.

On the penultimate day there was an activity outside the city over 120 km from Mugla at FETHIE BELEIESIDENIZTEMIZ TURKMEPA - Fethiye kiyive deniz merkezi, then we carried out a sanitation activity on the shore of the Mediterranean Sea.

On the last day there were games, visits to museums, beaches... On our return to the country, we had the great pleasure of passing through the famous TROY, we visited the ruins and we remembered the beautiful myths about it,

from our childhood years I arrived in the country on June 18, 2022. I can say that I was left with particularly beautiful memories, memories that I put in a special place in my heart and I often take them out fondly, thinking when I will have the opportunity to visit these places. I am glad that I could participate in such a project Erasmus+ projects offer opportunities for individual learning, to support the internationalization and institutional development of schools, but also of other organizations in school education.

Mobility to Mugla, Turkey

By teacher: Mónica Ramos Caballero INS Enric Borràs

The Spanish crew flew to Mugla on 11 June and the Turkish hosts welcomed us warmly. The activities started on Monday 12 with a tour around the school and a presentation of the school headmaster.

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The mobility activities were focused on democratic digitalization and the first presentation on the students’ behalf was on what role students have. The academic activities were focused on democratic digitalization. The students who participated in the mobility prepared the work and displayed it in front of the rest of the participants. They expressed their role in society, their role at school and their role as a child. Later on, they worked in teams from different countries, talked about their personal roles and then built up a graphic exhibition with photographs of themselves. It was hung on the school in the Erasmus corner.

Another academic activity which was worked on was the reflection on how democratic is the digitalization in our societies. In general, most students have access to the internet at home and at school, but it is not democratic at all, as not all of them have it guaranteed. The same happens with their access to computers or laptops. A high number of students use their own mobile phones to do certain online activities. Conclusion. Thanks to this mobility and the project itself, teachers can have a global view of the situation regarding digitalization. International exchanges make us aware of the different realities and the common grounds we all have.

My teaching experience in Italy

By teacher: Emine Sayar Zubeyde Hanim Mesleki ve Teknik Anadolu Lisesi,Türkiye

By the help of the project I observed that students participating in learning activities confidently within equal opportunities offered by the school for all students no matter the country, has risen dramatically. Also the understanding of democratic freedom in school of the students participating in the learning activities increased during the activities. By developing the ability to understand their role in school, community, country and the EU at present and in the future,

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students participating in learning activities stand for a crucially important point

With the help of acrtvities held during the mobilities and preparation process, both teachers and students developed the ability to correctly filter information from environment, media and other sources, eliminating from their minds the false values. We can also observe that a positive attitude towards the school by students participating in project, increased and escalated until the end of project.

My Erasmus experience in Spain

By teacher: Multu Altay Zubeyde Hanim Mesleki ve Teknik Anadolu Lisesi,Türkiye

Project activities started on 12 December 2021 in Badalona/Barcelona. We had a short information and presentation session.

We attended the opening ceremony of the school. We listened to the opening speech of the school principal. The principal wished us a good and successful week.

Participants filled out a questionnaire. In this survey, the participants expressed their expectations, fears, and opinions about mobility. A school tour was organized under the guidance of the project's contact person and some other teachers of the school. On this tour, we had the opportunity to see different units of the school. We also had short conversations with the teachers we interviewed about Spain and the Spanish education system.

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During the week, we attended classes of different levels to watch some lectures. With this activity, we got an idea about the ALBATROS method. It was very important for my professional development to see the practices in place and to participate in some practices. Teachers explained their opinions and suggestions about the Albatross method. Each teacher prepared a sample lesson plan using the Albatross method.

Roundtable meetings were held with participating teachers. In these meetings, we shared the education systems of the countries in the other countries with each other. We discussed the positive and negative aspects of education systems.

The key word for mobility was “equality”. Using materials brought by the partners, the photo exhibition "equal opportunity for students" was organized.

A discussion event titled "Equal Opportunities at Schools in Europe" was held. Teachers expressed their ideas and suggestions on this subject. We tried to meet on a common point. Once again, we realized how important equality of opportunity in education is for students and education systems.

A general evaluation meeting was held on the last day of the mobility (18 December 2021). At the meeting, the participants evaluated the week and expressed their achievements. The activity was completed with the certificate ceremony and closing speech organized by the Spanish host school.

I can say that the mobility was quite successful. The activities were prepared in accordance with the project objectives. The time was sufficient and the motivation of my participants was strong.

I am pleased to learn new methods

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and information that I will use in my teaching life. I also gained important experiences for my personal life.

Thanks again to the staff of INS Enric Borràs, especially the contact person Monica, for this wonderful week.

My teaching experience in Turkey

By teacher: Gheorghe Nicolae Costesti Technological High School

Between June 11-18, 2022, I participated in the mobility in Turkey, Mugla within the project "European students responsible, motivated, intelligent emotionally and usefully" implemented by Costești Technological High School. The team from Romania was made up of 3 teaching staff and 8 students, the collaboration between us was very good, each member contributing to the project. The aim of the project is to develop civic and social skills among students from partner schools in the 4 countries, namely: Romania, Spain, Italy and Turkey. The partner school in Turkey was Zubeyde Hanim Mesleki ve Teknik Anadolu Lisesi. The program consisted of didactic activities in the first part of each day, and in the second part of the day, various cultural activities.

The first day of activity took place at the Turkish partner in MuglaZubeyde Hanim Mesleki ve Teknik Anadolu Lisesi started with a meeting of the groups in the ceremony hall, visiting the host school (classrooms, laboratories, playgrounds, mass hall, chancellery , amphitheater, etc.).

There followed a series of daily activities carried out by teachers from the four countries, but also separate student activities such as: Assisting in the classroom activities of primary, secondary and high school students:

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In the framework of this activity, we saw the application of the education methods specific to the respective school and the education system in Turkey.

Common classroom activities of students from the four countries:

These activities were aimed at raising the degree of socialization among students, as well as assimilating new knowledge and experiences.

Joint sports activities of students from the four countries: Through the sports activities carried out jointly, the aim was to learn and experience some sports games specific to Turkey and the sports program of this country. At the same time, friendships were made between the students of the four countries.

Greening activities:

For a cleaner, more beautiful and healthier planet, the students representing the four countries together with the teachers carried out an activity to green the shore of a lake in Turkey close to the city of Mugla.

Mobility to Costesti, Romania

By teacher: Raúl Bujardón Del Campo School: Ins Enric Borràs

The mobility to Romania served to shed some lights over some of the myths the European culture has created about Romania and some of its historical figures, its geography and its history. The first aspect that our group confronted when arriving to this country was its geography. Bram Stoker and the romantic literature had painted in our minds a gloomy landscape full of high cloudy mountains (which, in fact, we later saw they actually exist) and dark stormy skies; nevertheless, on our short trip to Costesti we discovered a country of beautiful sunny green valleys full of crops and small villages.

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The academic activities

There is one activity that I want to highlight, since it also served as a contrast between myth and reality about another famous cultural aspect of Romania, one which intended to separate reality from mythos about who probably is Romania’s most international ambassador, albeit more fictional than real, as we got to learn.

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During the visit to Bran’s castle, popularly known as Dracula’s castle, we learned about the factual historical figure behind one of the most popular fictional characters in the popular media. It was really exciting to visit the actual castle, high in the Carpathian mountains, which have been shrouded in mystery and myth as much as the Wallachian Prince which served as the foundation of the most popular horror character of all times.

The activity my group had to developed during our stay in the castle focused on the views from the castle, which took away some of the time we had to appreciated the history and the interiors of that beautiful building. However, what we saw was enough to appreciate the reality behind the myth and bring some factuality to the fantasy of our juvenile readings.

Literature often serves as a way to learn about other cultures and people; however, it also often paints inaccurate portraits which can lead to misunderstandings. We were happy that this experienced allowed us to unveil the reality hidden under the picture that romantic literature had painted of Romania, its geography and its people in our minds.

Mobility to Rosarno and Reggio Calabria, Italy

By teacher: Mónica Ramos Caballero School: Ins Enric Borràs

On Thursday 1 the Spanish team took the plane at Barcelona airport and landed in Catania. After that, we took a bus to take the ferry and cross the sea to get to Reggio Calabria, where we had our hotel booked.

The weather was similar to the one in Barcelona, maybe we felt it was a bit drier but as hot as in Barcelona. The mobility activities were focused on freedom and technology. Students had the chance to present the work they had done in Barcelona regarding school responsibilities and regulations,

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the importance of freedom and creativity, ICT and history.

The academic activities done at school were focused on freedom, school regulations and school responsibilities, creativity, ICT at school and history.

Thanks to the project, we could learn first hand the causes and consequences of the Holocaust in each country, a tragedy which struck Europe and shapened new sensitivities. Apart from this, students wrote about their ICT experiences at school and explained the advantages and disadvantages they face every day on the basis of the use of technology at school.

A drawing competition took place among students with the topic of war and peace. Bearing in mind the present situation of Ukraine, their drawings included the Ukraine flag and a common wish: NO WAR.

Freedom of expression was released with a visual workshop in which students painted their hands blue in order to print a school wall. A beautiful outcome of

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students’ and teachers’ hand prints was left at the Italian school as a wonderful memory of the Erasmus+ project.

Every Erasmus+ project is an opportunity for both students and teachers to practice English and learn from other cultures, but the topic of the Erasmus+ project has made students realize that at school a lot of chances are given to achieve personal goals and draw their academic profiles. The Erasmus programme is one of these golden opportunities offered at school that are considered like a prize by the students who benefit from this.

Mobility to Rosarno and Reggio Calabria, Italy

By teacher: Alba Martínez School: Ins Enric Borràs

During the week of Septembre 1st to 7th, we made the mobility to Italy, in Reggio Calabria. We were working with colleagues from Turkey, Romania nad Italy.

And we carried out various activities that I will detail later, part from knowing the culture, gastronomy and places of that area together with the rest of the project teams.

It has been a fantastic week of coexistence and work, where collaboration and the spirit of twinning have stood out both in the group of teachers and in the attending students.

The academic activities

On Thursday, September 1, we dedicated it to traveling the route Barcelona- Reggio Calabria. We left by plane from our city and arrived in Catania where we took a bus to the Messina Ferry that would take us to our destination.

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Along with the different activities that we carry out in the course during the morning, it is worth mentioning the classic art class that we could enjoy during the afternoon in the museum.

Saturday was the day we enjoyed the most visiting Tropea and taking a boat tour, where we could taste its beaches. It was a magnificient day!

We visited Scylla. Another beautiful area of the Calabrian coast, where we enjoyed a day at the beach. To both destinations, Tropea & Calabria, we went with the train.

On Monday 5 we dedicated it to naval engenieering. We were lucky enough to coincide in our mobility with the arrival of the Amerigo Vespucci boat and we made a tour of its incredible interior on board this magnificient ship.

Tuesday 6 was a day of work doing the different workshop against the war, such as murals and making banners in the center. In addition, we were working and knowing the method “Russ-ICT 3D method”, by the hand of the expert teachers in the center.

Wednesday the 7th was the day of travel back home.

In short, a magnificient week in Reggio Calabria with co-workers and new friends, facilitating and working so that our students contribute to being better and more and more committed citizens, combining work from a civic perspective and social conscience, together with the discovery of a new culture, languge and customs. My Erasmus experience in Turkey

By student: Teresa Cacciola Istituto D’istruzione Superiore “R. Piria

Today's school plays a role of fundamental importance since it has the task of strengthening the abilities of each of us, to interact in society, and it must consider the needs of the individual and, at the same time, it must promote the formation of the man and of the citizen as required by our Constitution.

The school must develop creativity by helping young people to acquire mental elasticity that allows them to solve problems, that arise, as they arise.

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The school, in addition to promoting social inclusion, becomes an educator who transmits values because the process of personality formation takes place, not only spontaneously, but also through the cultural context in which one lives.

The stimuli offered by the school are the building blocks on which young people’s personality is built because they need stimuli, support and guidance to mature in the right way. The pupil also builds his identity by interacting with significant adult figures outside the family. The quality of the relationship with the teachers is a particularly important aspect in the identification process, for how it contributes to forming the pupil's self-image .

Teachers can help reduce and contain the feelings of guilt with which adolescents, more or less consciously,

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face the beginning of separation from parental figures, an inevitable and necessary process for growing up but which always involves a price to be paid on an emotional level. .

The school educates through culture which gives the tools to understand reality and interact with it; but it also gives the keys to understand one's own humanity, in its meaning and in its values; from words to narrate one's life and put it in communication with others.

Furthermore, by providing adequate education, the school allows young people to belong to more dignified social classes that distance them from environments in which the rules of society are not always respected.

In fact, those who have no education often fall into the tunnel of juvenile delinquency; education represents an important resource because it facilitates the young people’s entry into the world of work.

Those who have an education know and assert their rights and can aspire to fill prestigious roles that allow them to lead a dignified life; this is why schools must take steps to provide young people with all the tools they need, to know how to move in a society that is increasingly difficult to manage and govern.

Knowledge sets us free, ignorance makes us slaves.

My Erasmus experience in Romania

By student: Rebecca Ciano Istituto D’istruzione Superiore “R. Piria

During the experience in romania it was wonderful to visit the school in costesti, where we made the tour of the workshops and the various address classes. I interacted with the Spanish, Turkish and Romanian children, we interacted together and carried out the tasks assigned by the

professors. it was great to visit the capital bucharest and Dracula s Castle. I appreciated the hospitality of the Romanian guys. I am glad that despite months have passed, the old memories and friendships are still alive in the memories.

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Mobility to Mugla, Turkey

By student: Júlia Massegur Rodriguez INS Enric Borràs

We flew to Mugla on 11 june and the Turkish teacher and the students received us and took us to their houses.

The activities started on Friday morning with the presentation of the schools, later we made a tour around the Turkish school, we tried some typical dishes and later we completed some tests and we made a presentation about our role as a student and citizen.

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The academic activities

One of the activities that we did was to explain our role as a student, as a citizen and as a daughter or son. Before we went to Turkey we made a presentation explained all of that and there the first day we presented it. In groups with peoplefrom each country we put in common our roles by putting photos and making a collage. When we finished it we hung it on the wall.

Other of the activities that we did and probably the one which I enjoyed most was the activity of playing some typical Turkish games. First we play the seven stones, later some game that we also play in Spain and we named it as “El Pañuelo” and another game that we also play in Spain and it is called “ matar en dos campos”. It was so great to play those games and later when we finished the turkish girls taught us how to play Turkish dances.

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In conclusion with this mobility I have learned a lot about our roles as students and how different they are in other countries. For me to make this type of exchange it’s an opportunity to learn about European rights, democracy and it’s an opportunity for us in the future to change the things where we don’t agree. The academic activities During our mobility to Turkey, we carry out a series of activities and projects of a scientific type, as part of the program of contents and objectives proposed in our program. As activities to highlight within this area of natural sciences, we can refer to the visit to a Turkish organization in charge of safeguarding the marine environment and the coast of the south of the country. We attended an informative talk about the dangers for fauna and flora that entail the pollution and environmental wear and tear that our seas and coasts are suffering. The organization in charge of serving and illustrating us was Turkish Marine Environment Protection Association/ TURMEPA.

In addition to the information received we went to the nearby beach to collect garbage from its shores. Along with these environmental activities, it is worth mentioning the realization of other technological and use of networks that we carry out in the High School. We did activities regarding the correct use of social networks and to become aware of our role in society, as well as a conscious use of technologies and our contribution as European citizens for improvement.

Conclusion

In summary, a series of activities that, based on an exploration of previous contents, present a work methodology that ends with an evaluation through checklists and questionnaires, whose purpose is to finish settling what has been worked.

My Erasmus experience in Mugla

By student: Bavneet Istituto D’istruzione Superiore “R. Piria

I participated in a mobility in Turkey, between June 12-18, in Mugla. It was a successful mobility, I participated in both didactic and cultural activities. I visited the Turkish school, where each teacher was waiting for us with a 20-minute activity, the students learned both theoretically

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and practically. I worked together with colleagues from partner countries to create a polyglot dictionary.

I participated in Turkish school lessons. I made an exhibition about communication in the media and about democracy. I understood that we have both rights and obligations, the future of the country depends on all of us, we all have a well-defined role in society.

I was impressed by the participation in the workshop organized by the NGO TURMEPA-TURKEY, where I saw what it means to pollute water and not be responsible. I learned sports games from Turkey and played these sports on the field of the partner school. It was a wonderful experience.

The school must develop creativity by helping young people to acquire mental elasticity that allows them to solve problems, that arise, as they arise.

The school, in addition to promoting social inclusion, becomes an educator who transmits values because the process of personality formation takes place, not only spontaneously, but also through the cultural context in which one lives.

Scientific Gains

By student: Zerrin Kirmizi Zubeyde Hanim Mesleki ve Teknik Anadolu Lisesi,Türkiye

In this project, I learned what kind of environments people in different countries teach.

I learned which courses they teach and how. At school, soap making was taught to everyone there by the teachers there.

I learned about the effects of other participants genocide in other countries on their own countries. Written and talked about freedom, and drawings were made.

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I learned about the positive and negative effects of excessive freedom on students' success and social aspects.

Too much freedom affects students more than success. I learned how a free, relevant and talented student is. I learned different proverbs about freedom.

My Erasmus experience in Italy

By student: Özlem Kocabaş Zubeyde Hanim Mesleki ve Teknik Anadolu Lisesi,Türkey

Students and teachers behaved with tolerance and respect by painting our hands on the wall. I think we have colored and entertained the school with this project.

My Erasmus experience in Italy

By student: Özkan Yaman Zubeyde Hanim Mesleki ve Teknik Anadolu Lisesi,Türkiye

the Erasmus Project, “European Students: Responsible, Emotionally Intelligent and Useful” which was done in Italy at Istituto D’istruzione Superiore “R. Piria, between on 1 -7 September 2022 the following academic achievements were gained:

The

entitled "The path to freedom" in memory of

Falcone was done . Methodical

in mixed teams were done

freedom of students and its effects - prevention of social and cultural

about

by

was

by the

Holocaust approaches in the participants’countries were told and different ideas were

”The bad effects of the War’’ and

addiction’’ Were done in workshop

My Erasmus experience in Italy

By student: Deniz Mavi Zubeyde Hanim Mesleki ve Teknik Anadolu Lisesi,Türkey

First of all, it was an erasmus project that I participated in for the first time. It's been a good experience for me. Student from different countries and teachers, to compare their education and training activities with those in our own country. it was a good opportunity. I got brief information about what kind of educational activity there is at the school in Italy.

Mobility to Mugla, Turkey

By student: Sergio Gracia Martin INS Enric Borràs

The Spanish team flew to Mugla on 11 June and the and the Turkish families welcomed us and we were able to meet them. On Monday the 12th we did the first activity, which was to tour the school and be received by the director.

The Mobility activities focused on democratic digitization and we made presentations about it.

The academic activities were focused on democratic digitalization. The students who participated in the mobility prepared the work and displayed it in front of the rest of the participants. We explained their role as students and our role as children in society. Later on, we worked in teams from different countries, talked about our personal roles and then built up a graphic exhibition with photographs of themselves. It was hung on the school in the Erasmus corner. Another academic activity which was worked on was the reflection on how democratic is the digitalization in our societies. In general, most students have access to the internet at home and at school, but it is not at all democratic, since not everyone can access it.

In the project we were able to share among all the students our ideas of the roles we have in society.

Mobility to Costesti, Romania

By student: Iker Vélez INS Enric Borràs

The Erasmus program is the section dedicated to higher studies of the Socrates II program, of which it forms the largest part. It is a program established by the European Commission in 1987 in order to promote the exchange of students within the European Economic Community, the future European Union.

Then, we go to a classroom to welcome each other, when we finish we go to another room to have breakfast. After that, the other countries performed typical national dances. After the activities we had some free time to have a second breakfast and then we got together to make a presentation about the historical moments of each country. On Wednesday we went to visit Dracula's castle, which is called Bran castle.

When we arrived at the site, we first took a look at the castle's gift shops and then took a tour of the interior. Once there, a guide explained the historical highlights and highlights and then we had to upload photos of the different areas of the castle that the group had to look for. After Bran Castle, we went to Rasnov Fortress. We had cereal and milk and we took the bus to school. There we had to form groups and make some posters each related to their theme about Dracula's castle. After that, we saw some power-points from other countries and they called us to have some breakfast. We went back to school and used to do another task of sharing information with all the countries about the historical moments to make a document. I think Erasmus is a good way to get to know other places and lots of people. The activities are interesting and I would do it again

Romanian Mobility

By student: Aadesh Pokharel INS Enric Borràs

On the first day we landed at the bucharest airport. We took a taxi and went costesti then we met our partners in their school.We went to our partner home then we took a rest then we had lunch after finishing the lunch we stayed in our room until they told us for dinner after dinner we went to bed. On the s econd da y we went to visit our partner's school and do some activities with other people. After completing the activities we had a school tour then we went to our partner house for lunch. After lunch we went to visit a beautiful mountain and a dam.we clicked some photos with our friends and we went to a restaurant to have dinner after that we went home to sleep. On the third day we wake up and got some breakfast and went to the school and play basketball after that we went to visit a museum while returning to home it started raining so we stop in a place after that my partner's father came to pick up and went home Then we order some fast food and ate it in our room then we use our mobile for a while then they call

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us for dinner after that we went to bed. On the fourth day we went to visit Dracula castle for a couple of hour then we went to Rasnov by mini train and we went to our partner’s home and had dinner with my friend then we went to bed. On the fifth day we went Biserica Sfantul Ilie Church

We went to visit the parliament but we went late so we can’t visit so we went to a fountain then we went to a fast food restaurant and to a hotel and went to bed. On the seventh day we wake up and went to a local coffee shop and we again go to the Parliament but the guard did not allow us to entry because we don’t had reservation and we We click some photos and went to the airport and fly back to spain.

Mobility to Rosarno and Reggio Calabria, Italy

By student: Adriana Ros Pérez School: Ins Enric Borràs

From 1 to 7 of September this year I have my first mobility of this Erasmus project. It took place in Rosarno, Italy and we participated Turkish, Romanian and Spanish school teams too. The principal objective of this dissemination, aside from sharing our different cultures and bounding between countries, was learning about the importance of legality and freedom, especially during our young years.

Friday was the opening and welcoming day of the dissemination and we went for the first time to the Piria Highschool. After visiting and making a tour of the school, we have its presentation and talk about their method and methodology: the Russ-ICT 3D method, whose main goal is to introduce students to the importance of authority, legality and the consequences of the abuse of freedom and lack of restrictions and we took a quickly test to reassure our knowledge. We did our first workshop, learning how it was, and still is, made of the traditional oil soap. We saw the function of the laboratory and how all the process was filmed to share it later in the school’s vlog. After lunch, we participated in the next workshop. We had to make groups with mixed people from all the countries and find 20 words in English to represent and describe legality. Then we had to translate them to our languages (Turkish, Romanian, Italian and Spanish), and make a panel with them using the PC. Tuesday, when we returned to the schoo l we did a series of closing activities. First, we had a few minutes to draw our idea of freedom. After this, we went to the auditorium where the teachers exposed their holocaust presentations and the highschool show us again some of their advantages and technologies. For closing, we all were given our certificates and we took photos together.

This mobility was very useful to learn about the importance of taking the right and legal decisions and also for being conscious about all the responsibilities we have so we can have a good environment and a good and healthy society. The method the school utilice really helps students to deal with this is really intelligent and useful and teaches us how fortunate we are for being free, that’s why it’s important to not abuse it and follow the directions, rules and instructions from the authorities.

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Mobility to Reggio Calabria, Italy

By Student: Júlia Massegur Rodriguez School: Ins Enric Borràs

We flew to Catania on 1 september and then we went by bus and ferry to Reggio Calabria hotel where the teacher was waiting for us .

The activities started on Friday morning with the presentation of the schools, later we made a tour around the Italy school, we tried some typical dishes for lunch, and later we listened the hymn of each country.

One of the activities that we did was to draw some drawings that represent freedom. We also made a draw saying and representing no to the war. We also did some tests . And we also made an activity with groups where everyone was from a different country and we had to translate some words that remendied to uus equality and freedom in each language. In conclusion with this mobility I have learned a lot about the italian culture, and the historical genocides of each country . For me to make this type of exchange it’s an opportunity to learn about European rights, democracy and it’s an opportunity for us in the future to change the things where we don’t agree.

Mobility to Rosarno and Reggio Calabria, Italy

By student: Belén Hidalgo Duque School: Ins Enric Borràs

The first day we arrived at the Rosarno highschool where we met the Italian students. First, all italians teachers welcomed us, in the auditorium, we listened to all the anthems from all the countries that participated in that Erasmus: Italy, Romania, Turkey and Spain. Then, each team went on stage and individually explained our Erasmus experience, how we felt in Italy, what we expected from the rest of the week and explained a little about ourselves. Italians students prepared a coffee break for the rest students. Late, they gave us a tour of all the facilities of the center and explained the activities that take place in them. Visiting a laboratory, they made us a tutorial on soap with caustic soda. Their families prepared typical Italian dishes and that was our meal: pasta, salad, pizza, vegetables, focaccia… Finally, we did an activity about translation of words in our languages and we returned to the hotel in Calabria by train.

The next day we went to the institute was one of our last days in Calabria.

That day a student explained to us in the auditorium the technological method that they use every day at the center, how the platform worked and information about it and the experience of the students working with it. We enjoy the coffee break like first day and then we heard power point presentations about the holocaust from every country.

Later we did an activity against the war that was based on making a drawing and a short sentence against world conflicts between countries, calling for peace. When we finished this activity we went to a wall of the institute and put our hand with paint and our name to leave a mark and know that we have been there.

I found some very interesting activities between countries because in this way we learned many more things about them and especially about the Italians, which is where we lived that Erasmus week.

Mobility to Rosarno and Reggio Calabria, Italy

By student: Hugo Coleto Martín School: Ins Enric Borràs

To begin with, this is a brief explanation of the academic activities we did during the mobility to Italy from September 1 to 7 in which countries participated: Romania, Italy, Turkey and Spain.

We have academic activities of freedom and 1 of chemestry.

We did some academic activities in the mobility:

The first day, we began with the presentation of the Erasmus Project. We listened to the presentation speech, the hymns of Europe and each country and then each of the participants said some words. After lunch, they gave us a demonstration of how to make a homemade solid hand soap with chemistry. At the end they gave us a soap to the second day, we had to take 5 photos with people from other countries, 5 photos with friends in general, 5 photos of the best of the day and 5 photos about freedom in Tropea. We had to describe in 5 sentences what is freedom too.

On the last day, we did a paper about technology in high school and technology in general. They gave us some presentations about the history of the countries of the project, then they gave us the diplomas as we had participated in this Erasmus Project and we took a photography toghether.

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To sum up, I have learned in depth about freedom, I have thought about how long we got to be with technology and we should be using it less and I have met great people from other countries and we have spent an incredible time together.

Mobility to Rosarno and Reggio Calabria, Italy

By student: Aadesh Pokharel School: Ins Enric Borràs

Hello, my name is Aadesh Pokharel. I am fifteen years old. I live in Badalona, a municipality in Spain. I was born in Nepal but currently I live in Spain. I was delighted to participate in the Erasmus project, because I have learned many things, such as the culture of Italy, I have learned how the school system works in that country. The places that I visited in Italy were beautiful, the food was delicious and the people were super friendly. In my one-week experience that I got to explore the country I fell in love with it. I would recommend visiting Italy to everyone and I will be glad if I get a chance to visit it again. The academic activities

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The second day we went to the Institute D' Istruzione

Superiore R. Piria. At first, we went to an auditorium to present ourselves, then the Italian team took us to visit their school. I loved the PE room (Gym). It had a lot of space and lots of games too. At the end, they took us to their laboratory to show us how they made their own homemade soap. I found it very interesting because it is very good for our health to use natural things. It was one of the best trips of my life. I am very grateful to all the people who made this mobility possible. It has helped me to learn many new things that I knew nothing about.

Mobility to Rosarno and Reggio Calabria, Italy

By student: Ezequiel Buzzalino INS Enric Borràs

On Friday, at the beginning of the project, we went to the auditorium, so that the teachers could introduce us to the project and its methodology: the Russ-TIC 3D method, whose main objective is to introduce students to the importance of authority, the legality and consequences of the abuse of freedom and lack of restrictions and we take a quick test to reaffirm our knowledge. Later, we made a visit to the institute. We went to the laboratory where they taught us how to make hand soap. They recorded the process and uploaded it to the institute's website. After lunch, we did an activity where we had to put ourselves in groups mixing countries. The activity consisted of finding 20 words that had to do with freedom and translating them into our languages (English, Spanish, Romanian, Italian and Turkish). Tuesday, when we returned to the school we did a series of closing activities. First, we had a few minutes to draw our idea of freedom. After this, we went to the auditorium where the teachers exposed their holocaust presentations and the highschool show us again some of their advantages and technologies. For closing, we all were given our certificates and we took photos together.

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I learned a lot about our rights as students and people, and the excessive abuse of freedom. I also learned to work with people from other countries speaking in English, with clear effort. I would definitely do this project again.

My experience in Italy

By student:Ilinca Elisabeta-Georgiana Costești Technological High School, Romania

I start by saying that I was happy to participate in this Erasmus mobility through which I developed myself and started to know myself better. For me the Erasmus experience was an opportunity to meet people from other partner countries and to visit different cities such as Reggio Calabria and Rosarno and many other places.

Reggio Calabria is a city in Italy, and the capital of the province of the same name. 186,000 people live in this city. The city is located on the tip of the Italian peninsula and is bathed by the Strait of Messina. The city is famous for two Riace bronze statues and is an importer and seaside tourist area. Rosarno is a commune of 14,847 inhabitants, in the region of Calabria, in the province of Reggio Calabria, Italy. Here we were received by the Istituto D'Istruzione Superiore R. Piria with the greatest warmth. We got to know each other and they introduced us to the school and what it's like to be a

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student in Italy. I participated in all the activities planned by the coordinators, which were very fun. I liked the amphitheater the most, where each partner country presented different presentations about FREEDOM.

After this experience I can say that:

•I learned some words and expressions in Italian.

•I improved my level of knowledge in English.

•The relationship with my colleague has improved considerably. I can say that we made a longlasting friendship.

•After this experience, I am much more confident in my own abilities and I can handle myself even in a foreign country.

My impressions for Italian mobility

By student: Leța Ioana Georgiana Costești Technological High School, Romania

The mobility in Italy was unforgettable, and I am glad that I had the chance to participate in this mobility. I fondly remember the road I traveled to Italy and all the means of transport I used that day, where with their help I saw a lot of places I had never seen before.

At school I had to make a story in which to inspire freedom and how this can be obtained. For example, freedom can be achieved by stopping wars.

Before we arrived in Italy, we had to do a ppt project about the freedom of our country, which at the end of the project we had to present in front of all the participants, which they also had to do. The first time I went on stage to present the project, I had very high emotions, but in the end I put my emotions under control and started presenting the project and by the end all the emotions I had passed. In the mobility in Italy there were many places that I visited together with the participating countries, I can also give an example of a place visited: the Bronsi di Riace Museum (where I saw statuettes made of bronze).

We also saw Amerigo Vespucci's ship, where we learned about freedom and how America was discovered.

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After we all finished presenting the projects, we entered the school and painted with our hands on a wall, I liked that activity the most, because those drawings will always remain there and people will always remember our visit.

In conclusion, I can say that this mobility in Italy was a very beautiful one with beautiful and unforgettable memories.

Thus, I thank our coordinator for all the work done by her.

My impressions for Turkish mobility

By student: Vişan Leonard Constantin Costești Technological High School, Romania

Between June 12-18, 2022, I participated in the mobility within the ERASMUS+ project, "European students responsible, motivated and useful", whose host school was "Zubeyde Hanim Mesleki Ve Teknik Anadolu Lisesi" Mugla, Turkey. Throughout the period various activities took place during this mobility.

The mobility started with the welcoming speech of the director "Zubeyde Hanim Mesleki Ve Teknik Anadolu Lisesi", Mugla, after which the high school and the classes were presented. Also on this day, each member country of the project (Romania, Turkey, Spain, Italy), through a power point presentation, described the high school of origin, as well as effective teaching methods. An artistic performance followed, namely, a show of traditional dances, and at the end, we were trained in some sports activities.

The activities continued with a visit to a weaving workshop, but also to a kindergarten, where we discovered various learning activities for them. Out of the desire to perfect our responsibility for the environment, we participated in a volunteer activity, within the Turmepa NGO organization, which consisted in the collection of marine pollution waste. I visited the center of this organization, where I discovered various objects collected from the marine environment that have a harmful effect and do not disintegrate in water, as well as student works from various recyclable materials.

As part of the activities carried out in this mobility, I also enjoyed participating in English language courses, which contributed to the development of my linguistic skills, to a better relationship.

Together with the other teams from the partner countries, we made posters with photos and drawings, with the theme "Our role in society".

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Traditional Turkish sports activities were organized and carried out, in which I participated together with my other colleagues, but also from the partner countries.

On a personal level, I developed my intercultural and social skills. The visits carried out outside the activities carried out in the host high school, brought a plus to the broadening of my cultural horizon, the assimilation of European values and the awareness of belonging to a united Europe. In conclusion, this mobility was the way to observe, learn, experience, interact with a new collective, outside the school and the family.

My Erasmus experience in Spain

By student: Pişcuroia Monica Georgiana Costești Technological High School, Romania

I am a student in the 9th grade and I participated in the project... in the first mobility in Badalona, in December 2021. The mobility started with strong emotions, we students were placed in families. The family that hosted me treated me like a member of their family, every day, after activities, they took me out to the city, we went to visit, we went to the seafront, through wonderful places. Within this family, every other day they had a family activity. I went to school

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activities every day, I also participated in the Spanish school classes. I liked the activity in the botanical park next to the Sagrada Familia cathedral the most. Another nice group activity was when we had to identify certain buildings in the city, built by the architect Antoni Gaudi: Casa Mila, Casa Batllo, etc.

The activity ended in Park Guelle, a park with special architectural elements built in the period 1900-1914. Together with my classmates, we made an exhibition about equality, equal opportunity, gender equality, social and national equality, we were proud of our success. We worked together with colleagues from all partner countries, in mixed teams, on a polyglot dictionary about equality, it was an interesting activity that brought us closer together. During our stay in Spain, I learned a few words in Spanish and improved my English. When we left, we left with tears, we became attached to our partners and especially to the family we stayed with. The Erasmus experience was the most pleasant and interesting moment of my life. I am a student in the 9th grade and I participated in the project... in the first mobility in Badalona, in December 2021.

The mobility started with strong emotions, we students were placed in families. The family that hosted me treated me like a member of their family, every day, after activities, they took me out to the city, we went to visit, we went to the seafront, through wonderful places. Within this family, every other day they had a family activity. I went to school activities every day, I also participated in the Spanish school classes. I liked the activity in the botanical park next to the Sagrada Familia cathedral the most. Another nice group activity was when we had to identify certain buildings in the city, built by the architect Paul Gaudi: Casa Mila, Casa Batllo, etc.

Casa Batlló is located at number 43 on Paseo de Gracia, a street that connected the city to Villa de Gracia, a fully integrated neighborhood of the city.

Since 1860, when an urban plan of Barcelona was approved, Paseo de Gracia became the main area of the city and its most important families began to settle here. In the 19th century, the street became a promenade for pedestrians and horse-drawn carriages, and from the 20th century it became a main street for cars.

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The building was built in 1877 by Emilio Sala Cortés, one of Gaudí's architecture teachers, when there was still no electric light in Barcelona. In 1903 the building was bought by Mr. Josep Batlló y Casanovas, a textile industrialist who owned several factories in Barcelona and a prominent businessman, and gave Antoni Gaudí full creative freedom, giving him the leadership of the building's reconstruction project, which originally involved demolishing the building and then rebuilding it. Thanks to the courage and professionalism of Gaudí, the demolition of the house was ruled out, and it was completely reformed between 1904 and 1906. The architect completely changed the facade, redistributing the interior compartmentalization, expanding the courtyard of lights and transforming the interior. in a true work of art. Besides its artistic value, the building is also functional, much more characteristic of modern times than of the past. The activity ended in Park Guelle, a park with special architectural elements built in the period 1900-1914. Park Güell is located in La Salut, a neighborhood in the Gràcia district of Barcelona. With urbanization in mind, Eusebi Güell assigned the design of the park to Antoni Gaudí, a renowned architect and the face of Catalan modernism. In 1984, UNESCO declared the park a World Heritage Site under "Works of Antoni Gaudí".

Together with my classmates, we made an exhibition about equality, equal opportunity, gender equality, social and national equality, we were proud of our success. We worked together with colleagues from all partner countries, in mixed teams, on a polyglot dictionary about equality, it was an interesting activity that brought us closer together. I worked in Gaudi art, it was very interesting, to make something beautiful out of different pieces of cream, as well as equality between people, if they collaborate on the principles of equality they will succeed. Our work was inspired by Gaudí's mosaic work on the main terrace

During our stay in Spain, I learned a few words in Spanish and improved my English.

When we left, we left with tears, we became attached to our partners and especially to the family we stayed with. The Erasmus experience was the most pleasant and interesting moment of my life.

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My Erasmus experience in Spain

By student: Ilie Vlad Ionuț Costești Technological High School, Romania

In December 2021 I participated in my first Erasmus mobility, it was an interesting, emotional and educational moment. I stayed with a family, with Sergio, a colleague from Badalona, who lived close to the partner school in Spain.

I gladly participated in the activities, I liked the most the moment when each partner school presented their powerpoint materials, because I understood that we are different, but equal at the same time and we all have equal chances, but we must to learn, to work for a professional success. I participated in mobility with a classmate, who is also my neighbor, I felt very good, we made friends with colleagues from Spain.

I liked the workshop where we each made a product with pieces identical to those in Gaudi's art. I liked it and it was interesting to identify buildings made in Gaudi's art. I learned Spanish words and improved my English. I believe that the Erasmus program is a success for education.

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My Erasmus experience in Spain

By student: Zharia Alexandru Ionuț Costești Technological High School, Romania

In December 2021 I participated in my first Erasmus mobility, it was an interesting, emotional and educational moment. I stayed with a family in Badalona, who lived close to the partner school in Spain and where I settled in very quickly. The partner school was a midwest institute, beautiful, decent, and equipped with all kinds of workshops. I gladly participated in activities, individual, group

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or group activities. I liked the activities in the partner school, I noticed that the students from Spain have the same learning opportunities as us. I gladly participated in activities such as: finding and visiting museums, our activity in Badalona Park, the activity on the ship, creating Gaudi art, creating exhibitions, working on the dictionary, etc. Four other colleagues participated in mobility, I felt very well, we made friends with colleagues from Spain, Italy, Turkey. I liked it and it was interesting to identify buildings made in Gaudi's art. I learned Spanish words and improved my English. I believe that the Erasmus program is a success for education.