They like to dream… There are people in Europe… Some of them are Comenius people… They like to dream another reality… And then they fly away… (Kari Jagt)
Take your portfolio and help yourself to European languages Comenius 2005-2008
Coordinating country: Zespół Szkół no 2, Szczytno, Poland
Szczytno 14-21 November 2005 → Each partner school created a chart dealing with the present situation of learning and teaching foreign languages in each partner schools → Workshop on Self-Access learning
→ On the basis of each country’s portfolio we created our own Comenius portfolio →The layout for self-access exercises worksheets was made up → Our Portugese friends joined us!!!
Brussels 15-21 May 2006 → The worksheets prepared by each partner between meetings in Szczytno and Brussels were tested by the students and the teachers from different counties and then corrected according to their suggestions
→We have re-actualized the portfolio according to the tested worksheets → All the corrected self-access exercises worksheets were recorded on the CDs and given to each partner → Icelandic friends joined us!!! → We drew the conclusions and wrote a report of the activities of the second year
Taranto 20-25 November 2006 → Between meetings in Brussels and Taranto, each partner school produced self-access exercises worksheets either in English and/or French. We added worksheets of other levels t as well as enlarged the number of worksheets in the levels dealt with previously; → We added new topics aiming more particularly at the different types of students found in the different partner schools (literary topics, everyday topics, topics fit for students from vocational pathways)
→The worksheets prepared by each partner school were tested by the students and the teachers from different partner countries and then they were corrected in Taranto according to their suggestions; →All the corrected self-access exercises worksheets were recorded on the CDs and given toeach partner →The portfolio was re-actualized according to the tested worksheets and the layout was improved to suit our needs
→We planned what needs to be done between the two yearly meetings and decided what we would work on during the meeting in Iceland →We also decided to produce some separate worksheets aiming at improving students vocabulary and grammar →We agreed to produce more worksheets and have them tested by other partner countries before the meeting in Reykjavik and distributed the work between the different countries so that all the skills and levels included in the portfolio would be covered by the time we met in Reykjavik
Reykjavik 26 March- 1 April 2007 →All the worksheets produced and tested were finally corrected, amended, completed and subsequently listed according to the language, skill and level. Then they were put on Cds and each partner country received a copy of the worksheets produced so far; →We agreed on a planning for the third and final year,
→We decided to start producing new worksheets in other languages and to develop even further the choice of worksheets in English and French; →We drew the conclusions and wrote a report of the activities of the second year of work on our Self Access project. We also agreed on the need to create more worksheets in order to make our action efficient; →Bearing in mind the fact that our project is becoming more and more popular among teachers from our schools and some other schools, we decided to work on spreading the use of the Self Access classes in our respective countries
Marseille 19-24 November 2007 → The worksheets prepared by each partner school between meetings in Reykjavik and Marseille were tested by the students and the teachers from different partner countries and then they were corrected in Marseille according to their suggestions;
→ We distributed the work between the different countries so that all the skills and levels included in the portfolio would be covered by the time we met in Arouca →We have decided to exchange our worksheets via the Internet
→The worksheets prepared by each partner school for sectorial languages were tested by students and teachers. Once corrected they were listed according to the language, skill and level and put on CDs. → We wrote out the final report. → We took part in a seminar about: • Presentation of the school • The impact of the project on the institute • The language learning process → We planned future projects.