END OF THE PROJECT BABELIA

All the aims that we pursued with this project, BABELIA 2017, have been achieved. We expected to supplement the continuous training offer for our teaching staff, extending it to several aspects that are difficult to cover with our usual resources. We can classify those original aims in seven categories:
  1. Improvement of the professional competences in the different subjects
  2. Improvement of the Orientation Department abilities
  3. Efficiency in the classroom use of ICTs
  4. Comparison of our syllabus with that of other European countries
  5. Improvement of the linguistic competence of our teachers, particularly of those teaching Foreign Languages an those of non-linguistic Disciplines who work in our two bilingual programmes
  6. Observation of the best practices that could be used in our Institution
  7. Making acquaintances in order to develop future projects in common
Our project lasted two years, and we were granted sixteen actions:
  • Four learning actions directly linked to the bilingual programmes
  • Four learning actions linked to the learning of the languages used in the bilingual programmes (English and French)
  • One learning action linked to the learning of languages not related to the bilingual programmes but also taught at our Centre (Portuguese)
  • Three learning actions linked to other subjects
  • Four Good Practices observation periods (jobshadowing)

Unfortunately, it was impossible for us to develop two of these learning actions: the one linked to Portuguese language and one of the jobshadowing programme in Ireland. The first one was thought to be accomplished in July 2018, but the teacher appointed to attend the planned course was busy with the development of the Public examinations for Secondary School teachers, consequently it was not possible for him to do it, and we could not change the dates afterwards. As for the jobshadowing in Ireland, unexpected personal events occurred to the assigned teacher, and we were unable to find a substitute in due time.
We have relied on a coordinator and a human team to develop the whole project. They have collaborated in the management and diffusion of the results through several working groups. They have organised, for instance, some learning groups and an Internet blog about the project. This cooperation has been basic to achieve the correct fulfillment of the project.
As soon as the project was granted to us, the teachers recipients of the actions were selected according to an unbiased selection process, that took into account the items mentioned in the application. Every actions were scheduled. We originally planned to develop the learning courses throughout the first year, while the jobshadowing periods were left for the second one. But in the end we brought one of the jobshadowings forward, because we had the chance to visit a particularly interesting Highschool and we did not want to lose the opportunity.

 The project has been a complete success. Its excellent results have had repercussions on our whole educational community and even out of it. Some of the long-term positive effects are:
  • Direct impact on the teachers implied in each action, increasing their training, motivation and professional experience; and on their pupils, who will profit from it.
  • Improvement of their language skills, that will result in an enhancement of the linguistic diversity of our Centre.
  • Indirect impact on other teachers, who will receive the experience through the implied departments or through several training actions.
  • Teaching methods improvement.
  • Understanding of the differences of the subjects on the school curriculum with other education systems.
  • Application of the acquired knowledge to the different school subjects programming and to our Institution organization.
  • Use of the new acquaintances to promote new projects at European level.

To sum up, we are very pleased with the results achieved, and willing to enjoy similar experiences in the future.

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