Evaluation Report

SCHOOL YEAR 2016-2017

TRANSNATIONAL MEETING, BARCELONA

The initial evaluation of the project and comparison of school calendars and target students (English skills, ages, possibilities to collaborate in-between learning activities’ meetings) made us decide to advance the fine tuning of activities and writing of lesson plans.

All of the goals of the order of the day were all reach, and the plan of initial activities and calendar of exchanges was agreed. The rules of the game and general guidelines were set.

Icebreaking and teambuilding activities, and social program were successful and the team of coordinators got very well together. A short training on gamification and storytelling techniques was provided by an expert to make sure every coordinator was aware of the methodology and the goals of the project, and the documentation uploaded in the project website, available for the general public.

One of the main risks, the integration of the new members of the team, was definitely overcame.

LEARNING ACTIVITIES AND SHORT-TERM EXCHANGE OF STUDENTS, MALTA

Goals of the learning activities according to the cronogram
Methodology used for the evaluation report: face to face interviews, group discussions with the pupils,
online questionnaries www.menti.com codes 10 85 06 and 73 08 61

Overall observations of the development of the learning activities
The development of the activities was smooth and both the pupils and the teachers enjoyed a lot the
experience. A light-hearted mood made the meeting a very pleasurable one.

The pupils really loved the idea to be players instead of students, overcoming tests and trials instead of
exams, learning activities and grades, and the mechanics of teaming in legendary clans instead of
collaborative groups. Both teachers and pupils enjoyed the playful atmosphere of the whole project.
Some light teambuilding activities among the teachers made the team work really well together. One
of the main risks, the integration of the new members of the team, was definitely overcame.
The island of Malta became a great scenery and the brief observation of an international school at
work provided many ideas for the project.

A4- Presentation folder from each partner school

All of the partner schools introduced their castle and legend by using powerpoint presentations.
• Main outcomes for the pupils
– All of the pupils improved their skills in English and ICTs
– The pupils felt empowered to speak English in public even if they were low performers.
– They learnt about the different cultures of the partner regions in the project;
differences and similarities through the research on local folklore, legends and
storytelling techniques.
– They developed a growth mindset after being left alone in front of their international
peers and teachers.

• Main outcomes for the teachers
– Coordination of the development of the activity, managing effectively pupil’s
behaviour from different countries.
– Professional development and understanding of successful practice; and having access
to a wider range of materials shared with the partner schools;
– Experience of the partner countries’ different teaching and presentation styles

A8 – Creation of the mechanics of the gamification project

The teachers provided some guidelines agreed in the Transnational Meeting in Barcelona, and let the
pupils discuss, agree and decide about some of the rules. They choose the mechanics from the most
popular videogames and drafted the common legend.
The pupils were teamed internationally and they were provided with a draft of playing cards, a Kahoot
set of questions, quizzes, some superquestions. Six of the pupils were dressing a distinctive outfit. The
mechanics were tested both indoors and outdoors

• Main outcomes for the pupils
– They had initiative, collaborated, understood and communicated among international
teams and fellows using English and non-verbal strategies to interact and to reach the
objectives of the different stages of the game.
– To learn about the different cultures of the partner regions in the project; differences
and similarities.
– They learnt new vocabulary and non-verbal strategies to made them be understood by
their partners.
• Main outcomes for the teachers
– Coordination of the development of the activity, managing effectively pupil’s
behaviour from different countries.
– Impulse of very high-standard teaching approaches: test of different scaffolding
strategies to cope with the many different English skills present among the pupils,
from native speakers to very low performers.
– Experience of the partner countries’ different teaching styles

A9 – Creation of a common legend

The many differences in the English performance of the pupils and the lack of time after decision of
the most popular videogames made only reachable a very plain draft of the characters and the
storytelling. After the experience, the teachers decided to don’t team in the future whenever possible
Italian and Spanish students as the similarities between both Roman languages made English less
useful.

• Main outcomes for the pupils
– They coped with the language barrier and developed strategies as using different
languages than English, as Italian or Spanish, to made their ideas clear, or ICTs facilities
as online dictionaries from the internet.
– They learnt about the different cultures of the partner regions in the project;
differences and similarities through the research on local folklore, legends and
storytelling techniques.
– They developed a growth mindset after being left alone in front of their international
peers and teachers.
• Main outcomes for the teachers
– Coordination of the development of the activity, managing effectively pupil’s
behaviour from different countries.
– Impulse of very high-standard teaching approaches: test of different scaffolding
strategies to cope with the many different English skills present among the pupils,
from native speakers to very low performers.
– Experience of the partner countries’ different teaching styles

A12 – Design of the dresses and accessories

The teachers decided in the transnational meeting of Sant Andreu de la Barca (Barcelona) to find the
similarities among the different legends to order real stage dresses for the Legendary Characters with
special powers, and pretended it was the pupil’s group last decision. As expected, the similarities
found by the pupils among the legends and the videogames matched exactly with the teachers’ choice.
In every one of the legends there is a Knight, a Sorceress, a Princess, a King or a Sultan, a Spirit and a
Hero. The dresses were provided in advance to the pupils, and this made a good decision, as the
playing experience in the castle and in the classroom was more theatrical.

• Main outcomes for the pupils
– All of the pupils improved their skills in English and ICTs
– They shared their preferences about videogames, and this was a powerful
teambuilding motivation
– They learnt about the different cultures of the partner regions in the project;
differences and similarities through the research on local folklore, legends and
storytelling techniques.
– They developed a growth mindset after being left alone in front of their international
peers and teachers.

• Main outcomes for the teachers
– Coordination of the development of the activity, managing effectively pupil’s
behaviour from different countries.
– Impulse of very high-standard teaching approaches: test of different scaffolding
strategies to cope with the many different English skills present among the pupils,
from native speakers to very low performers.
– Experience of the partner countries’ different learning styles

O8- Edition of the methodological guide and lesson plans

The team of teachers provided lesson plans in advance as guide for the development of the activities.
After tests in real classroom with international pupils some adjustement were made, impossible to
plan in advance.
• Main outcomes for the teachers
– Development of high-standard learning approaches by teaming in international groups
– Awareness and experience of the different teaching styles in Europe and Turkey
– Raise of English levels from the collaboration with native and bilingual teachers
– Improvement of Italian and German language skills as secondary languages of
communication.

C1 – Living play of the first stage of the game

A play in the classroom as test of the guidelines of the game was the scaffolding for the real play in the
castle. The game was intended in a different scenery, but the weather conditions (extremely windy)
made advisable to try a different day. Time pressure made the play of the game a very basic test of

The development of the activities was smooth and both the pupils and the teachers enjoyed a lot the
experience. A light-hearted mood made the meeting a very pleasurable one.
The pupils really loved the idea to be players instead of students, overcoming tests and trials instead of exams, learning activities and grades, and the mechanics of teaming in legendary clans instead of collaborative groups. Both teachers and pupils enjoyed the playful atmosphere of the whole project.

Some light teambuilding activities among the teachers made the team work really well together. One of the main risks, the integration of the new members of the team, was definitely overcame.
The island of Malta became a great scenery and the brief observation of an international school at
work provided many ideas for the project.

LEARNING ACTIVITIES AND SHORT-TERM EXCHANGE OF STUDENTS, POLAND

Overall observations of the development of the learning activities

Methodology used for the evaluation report: face to face interviews, group discussions with the pupils, online questionnaries www.menti.com codes 42 82 64 and 42 53 60
The development of the activities followed the general line of Malta: smooth and both the pupils and the teachers enjoyed the playful atmosphere of the whole project.

Teambuilding activities for the students, and the perfect cohesion among the teachers made the team work get really well together.

The city of Gdansk became a great scenery and the exchanges about gamification with the team of Polish teachers provided many ideas for the project.

C2 – Living play of the first stage of the game

We discovered in Malta that the students tend to follow their own teachers if standing, especially outdoor or in case of low English skills, and the practical arrangements to group the teams and make sure they all hear the questions lead to waste the little available time in the castles.  We don’t want to use a loudspeaker and wifi availability to check Kahoot quizzes is not perfect, so we tested the game by using a hardcopy of the quiz and a traditional block to track the results.

Marking of the ground, even with some plain cones, was impossible to be held. We decided to use benches to let the students seat. This solution worked very well and the students waited their turn of questions in great discipline, but was not what we were aiming. Now we are working in an augmented reality device to allow students to follow the game without interference of teachers.

The second discovery was to avoid to team together Italian and Spanish students, because they used different strategies to replace the use of English, and sometimes students from other schools felt isolated.

The team of coordinators will decide if the augmented reality game will be enough as videogame output, or if we try to make the students code a very simple Scratch game as introduction to coding.

  • Off-shoots of the project

– An augmented reality proposal will be tested in Greece. We intend to use Sketchup 3D models and Aurasma to allow students to play without interference of teachers.

  • Main outcomes for the teachers

– The international team of teachers was able to identify before and during the play the issues to manage such a large group of international pupils with different ages and English language skills in a huge outdoor space.

– They collaborated to organize effectively the play, overcoming the many unexpected situations happened and their own cultural backgrounds.

 

  • Main outcomes for the students 

– To play the living game the international teams of pupils collaborated to solve the cultural and language differences and the age gaps by group discussions to give the answers to the questions.

O1- Edition of the book of the common legend

The students teamed to create a collaborative common legend and handmade illustrations for the book, getting inspiration from the powerpoint presentations. The teachers choose the most suitable narration and the best illustrations.

  • Main outcomes for the pupils

– All of the pupils improved their skills in English thanks to peer-to peer learning

– They learnt about the different cultures of the partner regions in the project; differences and similarities through the research on local folklore, legends and storytelling techniques

– Art-based learning of the use of symbolic representation to express concepts and ideas

– They developed a growth mindset after being left alone in front of their international peers and teachers

– They learnt to discuss opinions and opposite points of view in front of fellows coming from different cultures and styles of self-expression.

  • Main outcomes for the teachers

 – Coordination of the development of the activity, managing effectively pupil’s behaviour from different countries.

– Experience of the partner countries’ different learning styles and Art-based teaching

– Use of Art-based teaching in the classroom for non-Art teachers

– Practise of CLIL teaching strategies in an international environment

O6 – Dance of the project

The dance of the project was based on traditional dances of the different partner schools’ countries. We choose a Polish based dance as a test of performance.

  • Main outcomes for the pupils

– They had initiative, collaborated, understood and communicated among international teams and fellows using English and non-verbal strategies to interact

– To learn about the different cultures of the partner regions in the project; differences and similarities.

– They learnt new vocabulary and non-verbal strategies to made them be understood by their partners.

 

  • Main outcomes for the teachers 

– Coordination of the development of the activity, managing effectively pupil’s behaviour from different countries.

O8- Edition of the methodological guide and lesson plans

The team of teachers tested the improved lesson plans in real situations. Some ideas for new lesson plans came after tests.

  • Main outcomes for the teachers 

– Development of high-standard learning approaches by teaming in international groups

– Use of Design Thinking instructional design strategies in an international environment

– Awareness and experience of the different teaching styles in Europe and Turkey

– Raise of English levels from the collaboration with native and bilingual teachers

– Improvement of Italian and German language skills as secondary languages of communication.

TRANSNATIONAL MEETING POLAND. Mid-term evaluation.

The evaluation report written in the transnational meeting of Poland we found that the goals of the application had all been met, and new ideas and approaches came from experience. All of the learning outcomes planned for the first year of the project were met, and the reach of new skills for the team of teachers. The students and teachers participated actively in the activities and many new proposals came from experience. The collaboration between teachers and students started new and motivating ties among the whole team. The project is running smoothly and the schools will decide to launch a new partnership to deepen into new aspects of learning arising in the development of the activities.

As a bonus we will offer a downloadable brochure including our original evaluation forms that can be used by other projects just mentioning our authory.

OUTCOMES ACCORDING TO THE APPLICATION

They are the outcomes as states the application form:

MAIN UNTANGIBLE OUTCOMES:

– To develop the use of gamification and storytelling in CLIL and foreign language classes as learning aid and motivator for pupils.

– To experience approaches to teambuilding and group dynamics from very diverse teaching and cultural backgrounds.

– Better pupil’s performance in key competences and lifelong skills through more efficient teaching approaches.

– Reduction of early leaving by increasing pupil’s motivation

TEACHERS’ SECONDARY UNTANGIBLE OUTCOMES:

– Impulse of high-standard innovative teaching approaches as response to increasing complexity and diversity of the students

– To learn about the different cultures of the partner regions in the project; differences and similarities through the research on local folklore, legends and storytelling techniques.

– To collaborate in an international background to obtain the best results

– To provide professional development and to improve teachers’ understanding of successful practice; and having access to a wider range of materials shared with the partner schools;

– To experience the partner countries’ different teaching styles, to observe differences among school curricula of English as foreign language and the share of good practise

– To encourage teachers to improve their skills in English and ICT

– To coordinate the development of the activity, managing effectively pupil’s behaviour from different countries.

PUPIL’S SECONDARY UNTANGIBLE OUTCOMES:

– To encourage pupils to improve their skills in English and ICTs

– To have initiative, collaborate, understand and communicate among international teams and fellows using English and non-verbal strategies to interact and to reach the objectives of the different stages of the game.

– To learn about the different cultures of the partner regions in the project; differences and similarities through the research on local folklore, legends and storytelling techniques.

– To first-hand experience a different country school and the staying in a foreign family to increase their EU citizenship awareness

– To empower them to play in public using a foreign language and to overcome learned helplessness for a growth mindset

PUPIL’S LEARNING OUTCOMES ACCORDING TO KEY COMPETENCES.

KC1 Communication in the mother tongue. More confidence to express themselves in the mother tongue

KC2 Communication in foreign languages. More confidence to express themselves in foreign languages

KC3 Mathematical competence and basic competences in science and technology. Better mathematics and ICT skills

KC4 Digital competence. Better computer skills (use of Skype, blogs, social media…)

KC5 Learning to learn. More sense of initiative through the solving of the different stages of the game.

KC6 Social and civic competences. Better social skills. Less cultural prejudices, racism, xenophobia, gender unequality.

KC7 Sense of iniciative and entrepreneurship. Learning of project management/leadership skills

Better sense of initiative and entrepreneurship by the solving of complex problems and activities to be held in international teams

KC8 Cultural awareness and expression. Better knowledge about traditions, geography, history and lifestyle of European partners from first hand experience