Learning for Life

Testimonials

Achihăiței Radu
Teacher, Romania

Congratulations for this project and the resources achieved. All the guides are very useful, necessary and can be used transdisciplinary, stimulating the participation and involvement of many students and teachers in interesting themes.

Agustin Urretabizkaia
Teacher, Spain

In order that students not to be lost, it is convenient to have a resource such as the Learner's guide. One of the main points of this project is that students acquire knowledge by ""doing"". They also learn to identify valuable information. The project also encourages students to work in teams. Students felt motivated when making posters and giving explanations orally. The topics that are covered in the project have to do with real life. What is more, cross curricular skills are also developed.

Aitor Moreno
Teacher, Spain

The teacher's guideline has made easier the tasks that I had to make in my subject. It also suggests a new way to work in class. It encourages teamwork. Apart from content, the project also develops other types of skills. Besides, it gives a new sense to the teacher's role. On the other hand, I think that some exercises have nothing to do with the main topic (for example the task about anxiety).

Alazne Mutiloa
Teacher, Spain

I think Teacher's Guidelines are suitable, educational, interesting and updated. As regards methodology, students have to work in groups and the topics that are suggested have to do with real life situations.

Alberto Rivas
Teacher, Spain

The teacher's guideline is very well-organised and there are a lot of tasks. It is very easy to follow the guideline for the teacher. For me the main point is that it makes students reflect upon nourishing. It also makes students aware of the importance of keeping themselves fit.

Amaia Jimeno
Teacher, Spain

The teacher's guideline helps to understand the aim of each individual task and it helps to know what steps to follow. The most important point is that it encourages students to work in groups.

Ane Lizeaga
Teacher, Spain

I think the most positive aspect is that contents are learnt in a practical way. It helps to understand better the relation between different subjects and I think it is a good tool to work different skills and competences.

Aneta Seremak
Teacher, Poland

I really like the fact that the project focuses so much on using multiple intelligences. There are very few resources which help students develop their skills in Maths without the logical-mathematical intelligence. Now I have finally found them.

Arantzazu Miner
Teacher, Spain

I'd point out the fact that the project is already designed. It also provides with the opportunity to keep in touch with other countries and see how the same task is carried out in different countries.

Baida Maria
Teacher, Romania

The most interesting aspect of the guides presented is the practical one. Problem solving through practical applications drives and stimulates creativity. It is a pleasure to use the guides made in this project. Students love the fact that at the end of their work there is a product that they can be proud of and to present to the other colleagues, teachers, parents.

Beata Adasik
Teacher, Poland

My students liked the idea of doing the research and finding information about the unique endemic species of plants and animals. They say that they’ve learnt much more because they were doing something that was interesting. At first I was skeptical about the presentation method as I’ve never thought my students would perform a rapped song in my lesson. But it worked so well. Now I will take more advantage of students’ multiple intelligences as it is really beneficial in their learning process.

Begoña Uriarte
Teacher, Spain

All the tasks are well-organised. However, I think there are too many activities. We did the optional task of cooking the recipe in the kitchen. Although it is not included as a compulsory task in the guide, going to the kitchen was a good idea because it motivated the students during the project.

Belecciu Graţiela
Teacher, Romania

PBL is a very practical method that students and teachers have to use in teaching. Students will develop transversal skills, being involved in finding solutions and presenting them to other pupils as well as parents, teachers and other stakeholders.

Cândido
Teacher, Portugal

The project allows a more commitment to teachers and students to their teaching and learning process. It provides one more efective monitoring of all process. It develops colaborative work between all the teachers, specially on preparing, collecting and processing all the data involved in the trip.

Cidália
Teacher, Portugal

It has fundamental resources to explore all the tasks not only for students but also for teachers. It allows to follow and evaluate the competences of the sudents. The project's goal is to develop multiple inteligencies through PBL and, in this case, through a tour to cavado river.

David Belver
Teacher, Spain

The tasks are guided and the objective of each task is fixed. For me, the most interesting thing about the project is the variety of tasks and their originality.

Eneko Elosegi
Teacher, Spain

The guideline is a resource than can be used to reinforce the material in schoolbooks. Positive points: students learn to work in teams, which is the way they'll have to work in real life.

Gherman Dana
Teacher, Romania

The guidelines developed in this project are of real use to teachers and students, providing both interesting, interdisciplinary themes and the teaching scenario to follow. The fact that students will come in direct contact with reality in solving problems leads to a deeper understanding of phenomena.

Halina Koperda
Teacher, Poland

In my opinion the whole project is an excellent way for the students to get more involved in the education process. It gives them more freedom as far as the contents and methods are concerned. Moreover, it helps students develop their soft skills, which is extremely important in today’s world.

Harri Munduate
Teacher, Spain

The guideline is well-defined. Initially, it deals with topics that may motivate students. The Teacher's Guideline is useful to coordinate teacher's work. The fact that all Teacher's Guidelines have the same format is suitable.

Idoia Altuna
Teacher, Spain

In my case (language teacher), and as regards this project which is mainly based on Biology, the Teacher's guideline has been essential in order to have it clear which steps to follow and to have the written version handy when doubts were arisen. For me the main point is that students work cooperatively. I'd also point out that they leave books behind and they make connections between what they learn in class and the real life. The fact that different teachers have worked on the same project together has been good for students to make transfers from one subject to the other. I think we should base our work on these sources. Perhaps, we don't teach our students how to use them. It should be something to consider in some years' time. It a good way to acquire knowledge by practice. By working cooperatively, by agreeing and disagreeing, students become aware of the importance of obligations and responsibilities.

Iñaki Lopetegi
Teacher, Spain

The sources and attachments provided are very helpful when organizing the tasks. There is no need to download extra templates, which is much appreciated. It encourages cooperative work, both to teachers and students. In addition, the subjects that are dealt with are useful for everyday life.

Isabel
Teacher, Portugal

It allows teachers and students to monitorize all the process. The strong point of this project is the interdisciplinarity and PBL. Students learn through resolution of problems and multiple inteligiencies are very well explained.

Itxaso Larrauri
Teacher, Spain

Tasks are described step by step and the objective of each task is clear. I'd point out the usefulness of the project and the accuracy of the tasks.

João Amado
Teacher, Portugal

It develops personal enrichment through the changing os ideias and deliver of responsibilities at the same time as improves mutual aid spirit. It develops, also, the entrepreneurship spirit because it oblige students to look for solutions to their problems providing at the same time the pratical aplication of theoretic contents motivating them to knowledge

Jon Alberdi
Teacher, Spain

As students were motivated the tasks they've carried out in their mother tongue have turned out very well. The topics that have been chosen in this cross disciplinary project are topics that can be found in the ""streets"", so they are very useful to relate to real life.

Jon Alberdi Goenaga
Teacher, Spain

Thanks to the Teacher's Guideline is easy to follow all the steps and the content is also clear. It is a suitable tool to work skills and the relation between different subjects. Taking the topics covered into account, some students have found the project appropriate and valuable. I suggest carrying out the project in a small period of time all at a once, instead of doing it in different sessions.

Jon Cabañas
Teacher, Spain

I think both the topic and the proposal are suitable. There are different ways to get to know the reality of different countries in this project. Apart from that, making a solar cooker as a practical task has been very inspiring for our students. Cross curricular projects are a good way for suitable teaching. It gives the opportunity to join and relate different subjects. Besides, topics chosen are easy to connect with real life.

Jon Elorriaga
Teacher, Spain

The guideline is detailed, handy and the contents are deep. It is an innovative project as it includes innovative topics. It encourages team work and it provides the opportunity to work on different students' competences. The layout, contents and structure are appropriate. It an innovative methodology. It enables the possibility to work different topics at the same time. It also provides with the chance to work other cross curricular skills. I would like to continue working with these types of projects.

Jorge
Teacher, Portugal

Exchange of experiencies in other curricular contexts. It's a different way to explore school work.

Julen Terrones
Teacher, Spain

I think the tasks defined in the guide are appropriate. I think, it is a nice and updated topic for students. Finding exoplanets or instead inventing a new one is a brilliant idea. Actually, during the project students work the biotic and abiotic needs of human beings, that is to say, the basis of creating and keeping life itself. I think the project needs more hours, there are many factors that have to be taken into account; consequently the students who don't control the topic may get left behind. It enables to work on the importance of nutrition. From the beginning, students monitor what they eat, making students aware of their diet (healthy or not). The results are really positive for the students. I would suggest comparing each student's histogram with a healthy diet's histogram, so that they can compare their eating habits with a healthy one.

Leire
Teacher, Spain

Thanks to this project students learn to work in teams. Moreover, they put into practice what they learn. This project helps students to draw deep conclusions. From my point of view, scientific subjects have more importance in this project than humanistic ones. Thanks to this project students learn to work in groups. Apart from that, they put into practice what they learn in class and they come closer to reality.

Lierni Goenaga
Teacher, Spain

The guideline is well-organised, all the steps are clear. Thanks to this project, students can think about space dimensions. As it is not very real, students have to rely on hypothesis in order to get to a conclusion. The teacher' s guideline is handy to work contents in another way. The topics are helpful. This project was based on something that students were actually going to perform so it was a good way to relate contents to real life. It can be useful for any other school. Although the suggested tasks are quite fixed, each school can adapt them to their own interests.

Lorenzo Munguia Rada
Teacher, Spain

The teacher guideline is very clear and easy to follow. The contents are really useful because they have to do with real life. The material I have used is well-adapted to the students' age. The most interesting point of You Are What You Eat is that it is completely related to the daily life, so students can realize that what they have learnt in theory may be useful in real life. From individual experience, the project helps student pick up some concepts and leads them to reflect upon a healthy diet. Students have been motivated and their assessment has been positive.

Lupu Daniel
Teacher, Romania

The resources developed in this project are very useful and timely. Teamwork and the use of the theory of multiple intelligences are very practical and useful, facilitating classroom work. Interdisciplinary is a key aspect to understanding many phenomena and solving many of the current problems.

Marcin Paśnikowski
Teacher, Poland

I have to admit that the tasks were quite challenging but the students were so proud of themselves after completing them. The sense of achievement made them want to do another project.

Margarida Marques
Teacher, Portugal

This project presents a different methodologie that allows students to develop transversal skills focusing on different inteligencies

Maria Adriana
Teacher, Portugal

It allows students with a lack of interest with school to feel more motivated. The contents were different but very interesting.

Maria Celeste
Teacher, Portugal

It arouse interest, creativity and curiosity in students

Maris dos Anjos
Teacher, Portugal

To contact with different teaching methodologies; mobilizes students to activities that enrich their curriculum and personaly.

Marisa Alexandra
Teacher, Portugal

It was a very enriching experience. The contents were learnt through experience and discovering. It allows scientific contents to transformed into civic that contributes to increase the number of citizens with consciousness of the problems and how to resolve them.

Miriam Sanchez
Teacher, Spain

It is useful to understand the details of the project but although the contents are clear I think it is important to adjust the timing of the project as a whole. I think the topic is so important that it could be studied in depth. It is a good way to assess skills and competences. Students have the chance to study in depth a present topic. They can also put the theory in practice with a problem. They work in cooperative groups.

Nerea Sanchez
Teacher, Spain

Having a guideline is always helpful. I like these types of projects because of the way they bring certain topics closer to students. Students learn by exploring, making and creating things, in this case, by going out and looking for medicinal plants. They also had to explain to others what they'd learnt, this is another way to pick up new skills.

Polish teacher
Teacher, Poland

In Polish education system all the scientific subjects are taught separately, which is a shame. This project puts them together and makes students realize how they correlate and complement each other. Another advantage is that the guidelines show how to make use of students’ multiple intelligences.

Polish teacher
Teacher, Poland

In my opinion, the strongest point of the project was empowering the students by making them work on all the aspects of organizing the trip from choosing the destination to planning the budget. Thanks to that, the trip was a success and the students were so proud of themselves. Also, the project can be easily adjusted to any location, budget, etc.

Polish teacher
Teacher, Poland

I think that in general artistic subjects are considered inferior to Maths and Sciences. However, in this project a successful trip was only possible if all the aspects were valued equally. It’s a perfect example of a project in which students with different intelligences can cooperate to create something wonderful.

Raquel
Teacher, Portugal

it allows different approaches, using good variety os resources and methodologis

Rosa
Teacher, Portugal

This kind of projects are very important because it provides exchange of knowledge between professionals, new approches of work methodologie, selfreflection about work and learning through good pratices

Rui Batista
Teacher, Portugal

This project challenged students to research about something that is present in their daily life and affect their life quality in the present and future. This project allows students to learn by practicing acquired knowledge

Sílvia
Teacher, Portugal

It allows teachers and students to follow, understand and do all the tasks in a more effective way. The strong point of this project is transversality and the diversity of strategies

Sílvia Fernandes
Teacher, Portugal

Very usefull resources with different perspectives to some contents, it improves team work, develop critical spirit, research and organization through multiple inteligencies

Teresa
Teacher, Portugal

It develops, with efficiency multiple inteligencies and allows the articulation of all the necessary knowledge for the development of the project. It focus on team work, not only for students but also for teachers

Vanessa
Teacher, Spain

The guideline is important because we rely on it. However, we should adapt it to the reality of each team. Students really learn the conclusions they draw from experiments, making them more aware of the learning process. Besides, working in teams is essential nowadays. I liked the projects but I think the scheduling and organisation of the activities should be improved, both for teachers and students. If students know beforehand what they have to do on the following days, they work better as they do not have excuses not to work.

Vanessa Gomez
Teacher, Spain

The Guideline is necessary to carry out the project, but it should be adapted to our aims and competences. It is very important to work in cooperative teams because a good working atmosphere is created. Many times, tasks are designed to be finished in a certain period of time without having time to study the content in depth. Students must understand the importance of doing things right, not just do and present.

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