THE FIRST ACCREDITATION YEAR (2022/2023) HAS STARTED ALONG WITH ACTIVITIES FOR TEACHERS
The first accreditation year has started and this year is devoted for teachers‘ job-shadowing. We are really happy for the possibility to send at least 20 teachers (primary school, secondary school, representatives of administration) to other countries within this year. We are sure those visits will be useful and beneficial for atendees and observing the lessons in different schools they will improve their professional competencies, English speaking skills, learn about new methods/ tools or teaching techniques that could be applied during lessons and the most important, they will observe integration of sustainability into different subjects and will try to applyit in their school.
The first job-shadowing is going to be arranged in Malta, in December. Why Malta? English is an official language of the country and we think it would be great to observe lessons in English as translator is not needed. What is more, education in Malta is based on the British model and we decided it would be interesting not just observe their lessons but also to find out about their education system. A through selection of teachers has been performed prior the decision . Those teachers who wanted to participate in the project were given three different tests: test for checking their English level, the second test was related to innitial knowedge on sustainability, sustainable development goals and lastly teachers had to finish questionnaire on the learning and teaching aspect promoting knowledge of the common European heritage. In this way, according to the tests’ results teachers were chosen for the first job-shadowing visit in Malta. Let’s wish them a big luck and keep waiting for the news from the mobility in Malta.
THE FIRST JOB SHADOWING IN SUNNY MALTA
All this week a team of teachers and authority of President Valdas Adamkus gymnasium: R.Brazaitienė, B.Krapauskienė, A.Vaivilavičienė, V.Kaušienė participated in a learning mobility organized within the framework of the "Erasmus+KA1" program which took place in St Margaret College Zabbar primary B school, Malta. The team participated in various events and lessons, observed, and evaluated surroundings, new teaching methods, approaches and forms that implement ecological life attitudes, non-traditional environments, physical activities of students, their sustainability skills, also sustainable nutrition and of course, their emotional well-being in the organization.
St Margaret primary school - it's a state organization which gives primary education to 400 students from 7 to 12 years old. Ch. Cassar, school's principal, shortly presented his school and its main learning tendencies - they teach children for their own demand, they want their students to stay healthy and eat healthily, to be physically active, to learn the main things about sustainability and ecology and of course to integrate these principles into education. Moreover, the head of the school thinks that it is also important to give students alternative entertaining activities and increase their reading skills instead of playing virtual games.
St Margaret primary school is a participant of various international programs and projects, which seeks to enrich students' knowledge and experience, to deepen teachers’ interdisciplinary competence and collaboration. These efforts and already reached results were estimated and the school won "The European Innovative Teaching Award". Our gymnasium's team had a great opportunity to observe nurture activities and surroundings in one of the most innovative schools in Europe.
While participating in "Erasmus+KA1" project in Malta and observing the activities, a team came to its notice that the improvement of physical health and emotional well-being is important in this primary school. The first day at St Margaret school amazed of active 30 minutes breaks in the fresh air, a basketball lesson in a non-traditional environment and the physical activities in drama lessons. Also, this week was full of other physical activities: an organized hike while celebrating St Nicolas day, students spent a lot of active time outside not only playing but at the same time learning some new traditions about this day. All the activities that were mentioned before created comfort atmosphere, motivated students and teachers to collaborate, communicate and to move along in the fresh air with non-traditional activities. It is also important to mention, that in every lesson that was observed, a short active several minutes break where children exercise could be seen. Moreover, students during their long breaks can play board games or exercise in a special sport area.
If we talk about their emotional well-being it should be said that St Margaret school’s team systematically takes care of it - classes, corridors and other surroundings are decorated with motivational posters which are about learning, communication, feelings, and respect to each other, also with students' works of art and other decorations. Youngsters can savour and relax while watching the fish in the big aquarium, also can take care and to know more about the plants that grow inside the classrooms and corridors and play their traditional board games, create, and relax in their special sitting areas.
The sustainable nutrition question is also very important in this school. No matter the fact, that there is no canteen at school, healthy breakfast is always served in the early morning near the entrance. Moreover, children while working in groups are making healthy and tasty snacks once a week. During the long breaks students have their healthy lunch brought from home, usually there are some vegetables or fruits and a bottle of water.
The main objective of St Margaret school is ecological life attitudes and sustainability skills. It is also one of the accreditation goals in "Erasmus+ KA1" project, which is implemented through various activities in the school: creating mobile gardens in the school's corridors, integrating natural sciences into education program, constantly recycling in each classroom, using recycled products during the lessons and the events at school, decorating the surroundings and effectively using various educational tools and areas.
Ecological life attitudes, non-traditional environments, physical activity of the students, their sustainability skills, also sustainable nutrition and emotional well-being are the goals that closely link to our school's objectives that is why all the experience that was brought from Malta will enrich the education in President Valdas Adamkus gymnasium.
IMPRESSIONS FROM THE FIRST JOB-SHADOWING VISIT IN MALTA
ONE MORE OPPORTUNITY TO GAIN EXPERIENCE AND GAIN KNOWLEDGE VISITING
IES ANAGA SCHOOL IN TENERIFFE
President Valdas Adamkus gymnasium as accredited institution for the second time has participated in another job shadowing activity in IES Anaga high school, Santa de Cruz, Tenerife.
It was important to see how education takes place in Tenerife, how the lessons are arranged and conducted, what projects are implemented in their school, how deeply students are motivated for studying and etc. During the visit a number of various lessons were observed, a few hiking trips were joined as well as teachers participated in other educational activities.
It was noticed that at school practical skills of each activity are formed, for example, how appropriately to prepare for a hiking trip, to choose suitable clothing and footwear, to measure the temperature, to estimate precipitation. While having hiking trip students were working much in groups, performed many tasks, filled observations sheets.
Particular focus in this school is devoted for inclusion. Students with special needs were able to participate in the hiking trip high in the mountains. We were very surprised to see this thing. What is more, they are supported with all the necessary help: wheelchairs, assistants, special route, tasks according to their ability level. During the hiking trip students are taught to be tolerant, empathetic, respect each other, help to each other, communicate with the students who have special needs and to adapt while moving to their tempo. The hiking trip took place in the woods of bay tree and throughout the whole trip students were learning to know nature, different plants and birds.
One more thing needs to be mentioned-chemistry lesson. During this lesson students were performing the experiment when using baking soda, sugar powder and ethyl alcohol they made the tablet that has combustible features and during the process of burning gains different shapes.
But the biggest impression for us made the fact that students at school don’t use telephones. In order to assure students' good psychological well-being phones at school to use are strictly forbidden. Students instead of using phones, during the break times communicate willingly to each other, smile, clatter, doing sports and none of them uses phones. It was determined that prohibition of using mobile phones at school increased students’ better well-being, emotional status, motivation and focus during lessons. IES Anaga school is proud of this achievement as this led to better student’ health and learning results.
Each experience gained during job shadowing is important and beneficial. It is necessary to evaluate, think over it again and try to implement some good practices in our gymnasium. In a few weeks another group of teachers from our gymnasium will head for Finland to gain new experiences and good practices. Let’s wish them good luck.
COLD FINLAND BUT WARM MEMORIES FROM LAUTTAKYLAN LUKIO SCHOOL….
Four teachers from President Valdas Adamkus Gymnasium participated in a Job Shadowing Activity at Lauttakylan Lukio upper secondary school in Huittinen, Finland from 13th February to 17th February as part of Erasmus +KA1 project entitled 2022-1-LT01-KA121-SCH-000053161. This school is in the center of the city in an old but perfectly renovated building. This is public school and has a financial support from the government. Training differentiation, the allocation of some subjects and their profound studying to the detriment of others is not welcomed. All kids are considered as special, so classes are combined with different pupils with different levels of knowledge. This system works with the help of an individual education plan, individually created for each student. So, every child gets its own marks in accordance with his or her own tasks and missions. There is also an opportunity to attend supporting classes for those who are left behind.
During the week, teachers participated in whole school activities, followed practitioners in their daily work, exchanged good practices, acquired skills and knowledge through participative observation, and contributed to strengthen the partnership between the sending and receiving organizations.
This experience gave teachers the chance to observe how education is organized in Finland. Teachers from President Valdas Adamkus Gymnasium were very welcomed and had a very full and very well organised programme. Lithuanian team communicated to all the staff at Lauttakylan Lukio upper secondary school, also had the chance of visiting, a secondary school, primary school. At the end, teachers could see that the kind of work done in all the different institutions, including their own is not so different despite the different contexts.
The Finnish teachers were very friendly, enthusiastic, and helpful. It was very inspiring. Both are excellent, motivating teachers and persons as well. They provided Lithuanian teachers with plenty of information and support. Teachers in Finland must get a master’s degree. It means that all of them are highly qualified. As they provide a bridge between childhood and adult life, it is very important to hire professionals who know their job. Teachers in Finland constantly try to get better and to adapt their curriculum to their students. Because of that, they spend 2 hours a week on professional development: thanks to this, every class is thoughtfully prepared and perfectly adapted. Teachers in Finland are highly respected.
The first thing that struck teachers about the school was the spaces and the materials. Everything was specially designed for children, with lots of places to relax and rest. Every Finnish student knows at least two foreign languages. At the age of 11, children are already learning 2 foreign languages (Swedish and English) and they often add a fourth one on top of that around the age of 13! The most popular ones are English, German, French, Spanish and Swedish. Finnish people value the importance of communication.
All activities at the school started between 8 and 9 AM and ends at 2 PM. Finnish schools start quite late and end early, so students have enough time to rest. I
On 13th February school’s presentation was arranged and meeting with headmaster Timo Makinen. Teachers and headmaster discussed on different educational systems in Lithuania and Finland. Teachers attended History and Physics lessons.
On 14th February teachers from Lithuania had a meeting with student counsellor Anu Heinone-Seppala, discussion about counselling students, low performance and learning difficulties, guiding students of higher education took place. The Maths and English lessons were attended.
On 15th February teachers visited lower secondary school (pupils 13 to 16) in Huittinen. Teachers attended Maths and English lessons.
On 16th February teacher had a meeting with Jari Ekberg, discussed international activities, including the on-going project “Nature- Nutrition- Needs”. Also, the meeting with the students’ board was organized and lessons were attended.
On 17th teachers had a possibility to attend a traditional school celebration with a dancing gala.
One of the greatest lessons was the music lesson. The music teacher was teaching her class and teachers could see all the pupils playing different roles, some playing ukuleles, some playing guitars, one girl playing the piano, some were singing. Students get to learn new things in schools from baking and industrial works to music and poetry. In the crafts class, it was very surprised by the students' autonomy. They have a wood workshop and a sewing workshop. Anything that makes them happy and/or is something new to learn is offered.
They always go out to the playground, even when it's snowing. They stay in the classrooms during the break only when it's -25 degrees, but if it's -24 degrees, they go out!
Finnish students receive free healthy meals from their schools.
It was a unique the opportunity to learn from the famous Finnish education system by job shadowing Finnish teachers. Lithuanian team could observe everyday life in Finnish school and see how local teachers in their classrooms apply Finnish education in their practice.
JOB-SHADOWING IN SEVILLE- A CITY OF ORANGES
Four teachers from President Valdas Adamkus gymnasium (R. Mikalauskienė, I. Žebrauskaitė, A. Uysaler and V. Zutkytė) participated in the job shadowing activity in IES Azahar school, in Seville, Spain from 13th-17th March as part of Erasmus +KA1 project entitled 2022-1-LT01-KA121-SCH-000053161. The team participated in various events and lessons, observed, and evaluated surroundings, new teaching methods, approaches and forms that implement different ecological life attitudes, non-traditional environments, physical activities of students, their sustainability skills, also sustainable nutrition and of course, their emotional well-being within the organization.
IES Azahar school - it's a public organization which supplies education to 545 students (including vocational school) at their age of 11-18. There are 65 teachers, in many lessons two teachers work. The school provides students with compulsory education (1st-4th years), baccalaureate (for two years) and basic professional studies. Ms. Dona Carmen Benarquez Fonseca, head of the school shortly presented her institution, curriculum that is implemented in their school and its main learning tendencies - they educate their children particularly paying attention to their good well-being, they want their students to stay healthy, be physically active, to become ecologically literate and responsible citizens cherishing the nature, environment and surrounding world. IES Azahar school was founded 32 years ago, formerly there was a beautiful garden of oranges and name of the school takes its name and school’s logo from orange blossom. Many of the students come from America, Africa, Asia and that is why the inclusion is very important in their school because of multicultural background. The head of the school thinks that inclusion is one of the most important goals in their institution for successful education.
IES Azahar school participates in various international programs and projects, (Erasmus + program as well), in this way seeking to enrich students' knowledge and experiences, to deepen teachers’ interdisciplinary and transdisciplinary competences and collaboration. One of them is ATAL programme that provides students with linguistic and personal support when needed.
While participating in "Erasmus+KA121" mobility in Seville and observing the activities, our team witnessed the improvement of inclusion and emotional well-being is important in this school. During the first day at IES Azahar school, we had a great opportunity to observe students’ breaks and some lessons. We noticed that there are many students from different backgrounds: from Ukraine, Africa, Asia and America. The thing that surprised us was friendly and positive relationships among all students. No discrimination, bullying, disrespect towards each other was observed. Everyone was very friendly, positive and kind. We reached the conclusion that successful inclusion in this school ensures that all students, regardless of their cultural or linguistic background, have access to the same opportunities and resources. This allows all students to achieve their full potential, helps reduce achievement gaps and makes them feel happy.
There is an orchard next to the school where students grow some vegetables, take care of them and implement some observations. Due to the aromatic plants planted in the garden, such as lavender and rosemary, students observe the pollination process of the bees, take pictures and participate in various activities related to gardening: planting seasonal vegetable seedlings such as beans, cabbage, peas, brocolli, watering and weeding them.
The main objective of IES Azahar school is ecological life attitudes and sustainability skills. It is also one of the main school’s goals which are implemented through various activities in the school: having own school’s garden and taking care of it, integrating natural sciences into education program, constant recycling in each classroom, using recycled products during the lessons and the events at school, decorating the surroundings and effectively using various educational tools and areas, participating in many projects at the regional and national levels ( annual clean-up campaigns at the regional level, near the river).
Ecological life attitudes, non-traditional environments (outside classes), integration of sustainability into various subjects, good students ‘emotional well-being, successful inclusion of students from different backgrounds into education are the things that we were observing in their institution and we will try to share their experiences and to apply some of those good practices in our gymnasium.
.jpg)
IMPRESSED BY POSITIVE PSYCHOLOGICAL CLIMATE AT
1st GENIKO LYKEIO THESSALONIKIS SCHOOL IN GREECE
As part of Erasmus+ KA121 accredited program (Nr. 2022-1-LT01-K121-SCH-000053161), five teachers from President Valdas Adamkus Gymnasium participated in job shadowing activities in 1st Geniko Lykeio Thessalonikis school in Greece on 27-31 March 2023. Teachers had an opportunity to observe lessons given by local peers and participate in various meetings and discussions about differences and similarities of Greek and Lithuanian education systems, shared experience and best practices on environmental education, students’ psychological and physical wellbeing, the importance of physical activity, healthy lifestyle, etc.
Based on the job shadowing programme created by Erasmus+ project coordinator of the hosting school, teachers from President Valdas Adamkus gymnasium observed such lessons as English, Biology, Greek Language and Literature, Social Studies, Ancient Greek, Math, Computer Science, etc. The programme also included following meetings and discussions with the teaching community and staff of the hosting school: Presentation of Environmental Programmes, Discussion about inclusion issues and school violence, Mobility and E-twinning meeting with Erasmus + coordinator, Meeting with the school principal. In addition to formal meetings included in the job shadowing programme, teachers from Lithuania constantly had informal discussions with the hosting teachers during the breaks or after school about their work experience and best practices. They felt extremely welcomed and were given thorough answers to all their questions. Students of 1st Geniko Lykeio Thessalonikis school were also very eager to communicate with the guests, so during the breaks teachers from Lithuania were always engaged in various discussions with them and learnt a lot about the way their teachers give lessons, the books they use, the methods teachers usually apply during the lessons, etc.
Teachers say that they definitely improved their skills in creating motivating atmosphere in the classroom, fostering positive discipline and peaceful conflict resolution. The hosting school is renowned for being capable of fostering good psychological atmosphere. They have very rare cases of physical and mental violence, but still the community constantly implement violence prevention programmes, especially focusing on bullying and cyberbullying. The importance of mental health and wellbeing was noticeable in every lesson Lithuanian teachers observed. During the lessons, teachers constantly engaged students in the discussions about addictions, social injustice, sexism, manipulation, abuse of power, breaking stereotypes, freedom, etc.
Physical activity is a top priority in the school, as well. Hosting teachers shared their best practices how they encourage students’ physical activity. Almost all students spend their breaks outside, even though some of the breaks are really short. They play basketball, football, listen to music, dance or simply walk or sit on the benches outside and communicate.
As far as ecological education is concerned, teachers noticed that almost all teachers in hosting school try to integrate the topic of 17 Sustainable Development Goals in their lessons; one could instantly notice that students discuss it very often and know a lot about that. They also liked how teachers refer to sustainability topics in almost every lesson without much preparation, which is time consuming for a teacher. Greek teachers don’t necessarily devote the entire lesson to some environmental issues, they just ask students some open-ended questions about ecology and engage them into short discussions referring to the subject of the day. Teachers were impressed how the community fosters the connection with the environment. Students could professionally discuss about various topics of sustainability and environmental protection.
Reflecting on the mobility teachers say that they really enjoyed every minute of the mobility period. They not only improved their qualifications as teachers, but also developed as personalities. They had an opportunity to meet wonderful foreign peers who were willing to share their best practices and experience. They found out countless facts about Greek education system, reflected on their strengths and weaknesses in comparison with Lithuanian education system. They had a unique opportunity to observe how teachers give lessons, communicate with their peers and students. They were impressed by positive psychological school climate – every member of the school community seemed to be happy being part of the school team. The teaching community proved to be highly educated, responsible, pro-environmental professionals with broad and global thinking. Teachers say they are happy they had a chance to observe how such personalities educate young people.
SLIDES OF JOB SHADOWING ACTIVITY IN GREECE
JOB-SHADOWING IN PAPHOS KYKKOS LYCEUM, CYPRUS
President Valdas Adamkus Gymnasium as an accredited institution has participated in another job shadowing activity in Paphos Kykkos Lyceum, Cyprus on 3-6 April, 2023, as part of Erasmus +KA1 project entitled 2022-1-LT01-KA121-SCH-000053161. The team of three teachers observed lessons of different subjects, events and other activities, evaluated surrounding environments, teaching methods and approaches applied in physical activity, healthy lifestyle as well as healthy eating, strengthening of both physical and mental health, relationships with the environment among the students and the teachers and their attitudes towards sustainability.
Paphos Kykkos Lyceum is a state organisation which provides over 200 students aged 16-18 with upper secondary education. At school, a great attention is paid to physical activity, including sport events such as basketball or volleyball matches as well as theatrical performances involving the whole society of Paphos. Spacious outside surroundings allow the students to enjoy breaks and have lunch in the fresh air. Students of different backgrounds together with those with special needs are equally treated and engaged in any activity regarding their own abilities and pace, which means that students' well-being and psychological health is among the most preferable values of the school. An ecological approach is inevitably important for those who live in the area of the Mediterranean Sea, which is the main reason why students are encouraged to be interested in sustainability in any aspect of life. It is implemented during every day classes, research or laboratory works or other entertaining activities. The lyceum constantly participates in regional or international projects, some of which aim at ecological issues.
According to the job shadowing programme created by Erasmus+ project coordinator of the hosting school, teachers from President Valdas Adamkus Gymnasium observed lessons, practical activities, had discussions about counselling the students in oder to help with their performance or learning difficulties. The programme also covered meetings and discussions with the principal and teaching staff of the hosting school. The main meeting involved the presentation of the Education System of Lithuania and Environmental Programmes, teaching and learning surroundings of President Valdas Adamkus Gymnasium alongside with discussions about similarities and differences between the two countries and the two educational institutions. The teachers and administration of the Lyceum pays a lot of attention to the formation of the students' community and discussions about purposeful choices in the future, which might influence the changes of the world. The community of Paphos Kykkos Lyceum showed a great interest in the educational practices in our gymnasium, asked us a great number of questions and expressed hope to not only collaborate with us but also arrive in Lithuania through participation in various EU projects. In particular, they were amazed by our surroundings as well as ecological projects carried out in our gymnasium. In addition to formal meetings followed by the job shadowing programme, teachers from Lithuania had informal talks with the teachers and students of the hosting school during the breaks or after school about their ecology-oriented teaching practices, challenges and best ways to motivate students.
Most topics of the observed lessons of foreign languages (English and French) were related to alternative tourism in connection with volunteering for sustainability purposes, pollution of seas and oceans, healthy food products and eating habits, differences between Lithuanian and Cyprian cuisines as well as lifestyles and importance of sports in everyday life. During classes, open discussions were the most popular method to reveal the key ideas and make a feedback or conclusions. The students were willingly involved in any kind of discussion, expressed their opinions and showed a great interest in getting to know more about our culture, traditions and learning tendencies on any topic. Innovative ways of teaching, teaching tools and methods that could be applied within lessons in order to lead to students' change of behaviour concerning sustainable environment were discussed with the teachers between classes.
Through discussions and informal talks, we learnt that strengthening of both physical and mental health is mainly reached while organising sport and art events in order to gather and unite the community. There were a lot of students' paintings on the walls in leisure spaces and classrooms expressing their feelings or attitudes towards e.g. global warming, recycling or simply healthy eating plate. The activities experienced in non-traditional practices, for example, the laboratory work of investigating the anatomy of the heart, made a great impact on us as teachers.
We had a meeting with the consoler whose job is to help students who face psychological problems due to school performance or learning difficulties. She shared the methods used to increase a student’s self-esteem, which is essential in successful learning and achieving one’s goals. We also had a possibility to watch how student with special needs are taught using differentiated tasks applied to their own pace and capabilities.
On one of the days of the job shadowing mobility, the teachers from Lithuania had a great opportunity to go on a trip to Polemi Gymnasium in the country, where we were warmly welcomed by the headmistress and treated to some traditional dishes made from locally grown products. There we gained some experience of integration of practical activities into the educational process by observing a practical activity of making a healthy pica, evaluated the inside and outside surroundings which appeared to be spacious, tidy and surrounded by plenty of greenery, where the students can feel free and enjoy their leisure time during brakes as well-being of both students and teachers is the key factor of successful learning and teaching. We were also taken to the tulips field that is part of the local history, in honour of which an annual event is organised to cherish old traditions, which proves a harmonious relationship between the local community and the nature.
By adopting sustainable practices in our daily classes and lives and working together to share our practises of creating environmentally-friendly surroundings as well as forming attitudes of younger generations in the right direction, we can help create a brighter and more equitable future for all. All this work of ours was conveyed with the idea "Be the change you want to see in the world".
 |  |
|---|---|
 |  |
 |  |
 |  |
 |  |
 |  |
IMPRESSIONS FROM PAPHOS, CYPRUS
JOB-SHADOWING MOBILITY IN THE HEART OF CATALONIA-FEDAC MANRESA SCHOOL
President Valdas Adamkus Gymnasium as an accredited institution has participated in another job shadowing activity in Fedac Manresa school as part of Erasmus +KA1 project entitled 2022-1-LT01-KA121-SCH-000053161 between 17-21st April, 2023. The teacher observed lessons of different subjects, events and other activities, evaluated surrounding environments, teaching methods and approaches applied in physical activity, healthy lifestyle as well as healthy eating, strengthening of both physical and mental health, relationships with the environment among the students and the teachers and their attitudes towards sustainability.
FEDAC Manresa school is a state organisation which provides over 600 students aged 7-18 with secondary education. By the way, there is only one class having twenty 18-year old students whose education mainly is based on project learning-teaching method. At school, a great attention is paid to education of sustainability, sustainable development goals, physical activity, including sport events such as basketball or football matches as well as musical performances. Spacious outside surroundings allow the students to enjoy breaks and have lunch in the fresh air or in school’s canteen. An ecological approach is inevitably important for those who live in the area that sometimes faces the problem of lacking water which is the main reason why students are encouraged to be interested in sustainability in any aspect of life. It is implemented during everyday classes, research or laboratory works or other entertaining activities. The school constantly participates in regional or international projects, some of which aim at ecological issues. According to the job shadowing programme created by Erasmus+ project coordinator of the hosting school, the teacher from President Valdas Adamkus Gymnasium observed lessons, practical activities, had discussions about counselling the students in order to help with their performance or learning difficulties. The programme also covered meetings and discussions with the principal and teaching staff of the hosting school. The main meeting involved the presentation of the Education System of Lithuania and Environmental Programmes, teaching and learning surroundings of President Valdas Adamkus Gymnasium alongside with discussions about similarities and differences between the two countries and the two educational institutions. The teachers and administration of the FEDAC Manresa pay a lot of attention to the formation and developing of the students' creativity skills and discussions about purposeful choices in the future, which might influence the changes of the world.
Most topics of the observed lessons of foreign languages were related to sustainable cities in connection with volunteering for sustainability purposes, good practices that could be applied to improve the infrastructure of cities, healthy food products and eating habits, differences between Lithuanian and Spanish cuisines as well as lifestyles and importance of sports in everyday life. During classes, open discussions were the most popular method to reveal the key ideas and make a feedback or conclusions. The students were willingly involved in any kind of discussion, expressed their opinions and showed a great interest in getting to know more about our culture, traditions and learning tendencies on any topic. Innovative ways of teaching, teaching tools and methods that could be applied within lessons in order to lead to students' change of behavior concerning sustainable environment were discussed with the teachers between classes. Through discussions and informal talks, the teacher learnt that strengthening of both physical and mental health is mainly reached while organising sport and art events in order to gather and unite the community. There were a lot of students' paintings on the walls in leisure spaces, relaxation zones that made a great impact on the teacher. By adopting sustainable practices in our daily classes and lives and working together to share our practises of creating environmentally-friendly surroundings as well as forming attitudes of younger generations in the right direction, we can help create a brighter and more equitable future for all. Ecological life attitudes, non-traditional environments, physical activity of the students, their sustainability skills, also sustainable nutrition and emotional well-being are the goals that closely link to our school's objectives that is why all the experience that was brought from FEDAC Manresa school will enrich the education in President Valdas Adamkus gymnasium.
COLLEAGUES FROM GREECE EXPERIENCED JOB SHADOWING ACTIVITY IN PRESIDENT VALDAS ADAMKUS GYMNASIUM
All this week (24-28th April) a team of two teachers along with their headmistress from Greece, 1o Geniko Lykeio Thessalonikis school participated in job shadowing mobility in President Valdas Adamkus gymnasium. Three teachers observed lessons of different subjects, events and other activities, evaluated surrounding environments, teaching methods and approaches applied in physical activity, healthy lifestyle as well as healthy eating, strengthening of both physical and mental health, relationships with the environment among the students and the teachers and their attitudes towards sustainability.
On the second day of the mobility teachers had possibility to participate in international, annual event: “ECO ideas for Lithuania 2023” (practical conference). During opening ceremony teachers were listening to presentations on healthy and sustainable food, ecological education in Lithuania made by experts. Later on, participants had opportunity to attend different ECO workshops (how to make ecological hand cream, natural spices), buy some plants in a Plant Fair, join various sessions during which presentations on different topics of development of sustainability, ecological sustainable education were made.
The job shadowing programme also covered meetings and discussions with our headmistress and teaching staff of gymnasium of President Valdas Adamkus .The main meeting involved the presentation of the Education System of Lithuania and Environmental Programmes, teaching and learning surroundings of President Valdas Adamkus Gymnasium alongside with discussions, sharing experiences about similarities and differences between the two countries and the two educational institutions: ours and 1o Geniko Lykeio Thessalonikis. Colleagues from Greece gained some experience of integration of practical activities into the educational process by observing our practical activities, participating in the lessons, formal and nonformal education activities. We are proud of the words that were said by English teacher Evdoxia Nikolaidou: “President Valdas Adamkus gymnasium is an excellent partner to work with and exchange ideas for good practices and create a more sustainable and eco-friendly school environment” that match to our gymnasium’s main motto “The future of Earth and kids is being created today”.
Exciting Job Shadowing Experience in Lycee de Bellepierre school in France!
(January, 2024)
Recently, two teachers from President Valdas Adamkus gymnasium had incredible opportunity to participate in a job shadowing activity that put the spotlight on students' overall well-being - mentally, physically, and harmoniously with nature.
Throughout the day, we delved into the importance of maintaining a healthy mind, engaging in physical activities, and fostering a deep connection with nature. It was an eye-opening experience, and here are some key takeaways.
First of all, teachers had the opportunity to explore strategies to promote good psychological well-being among students. From stress-relief techniques to fostering a positive mindset, the focus was on creating a supportive environment for mental health was undoubtedly unique experience.
Apart from this, participants engaged in interactive sessions, learned about the benefits of regular exercise, and even tried some fun workouts.
Connecting with nature is a powerful way to find balance not just for students but also for teachers in Lycee Bellepierre school. Teachers from President Valdas Adamkus gymnasium had the opportunity to witness amazing and refreshing outdoor session, appreciating the beauty around them and understanding the importance of preserving our natural environment. There are a few beehives in that school and students along with their teachers have some activities outside every week having a great possibility to feel the strong relationship and harmony with nature. Beehives provide hands-on learning experiences, allowing students to study the biology of bees, their life cycles, and the intricate dynamics of a beehive. Apart from this, students learn about the crucial role bees play in pollination and the overall health of ecosystems and what is no less important, students working together to care for the beehives learn the value of collaboration, responsibility and teamwork. Moreover, spending time outdoors and engaging with the bees have positive effects on students' mental well-being, reducing stress and promoting a sense of calm along with the benefit involving the community, creating partnerships with local beekeeping organizations or environmental groups. That was a great experience for our teachers!
Our teachers were amazed from the positive and cozy environment during the lessons, positive relationships between teachers and students that create a supportive learning environment. A particular focus is on collaboration and teamwork that teachers apply quite often during their lessons in Lycee de Bellepierre school.
Participants from President Valdas Adamkus gymnasium had the opportunity to observe and learn from professionals and experts, engage in activities that aligned with our aims of accreditation: increase of physical activity, awareness on sustainability, healthy food and good psychological wellbeing. The experience included insights into sustainable practices, mindfulness techniques for psychological well-being, and the cultivation and preparation of nutritious and environmentally friendly foods. Overall, the job shadowing reached its aim to inspire a holistic and balanced lifestyle that integrates harmonious relationships with nature, mental well-being, and a commitment to healthy dietary habits in our gymnasium’s community.
Inside the Executive Suite: Job Shadowing Experiences
at
President Valdas Adamkus Gymnasium
We are happy and proud to host teachers from other countries who come to our school for job shadowing activities each year. This spring wee hosted the delegation of six teachers from Sardinia, Ossi town.
Job shadowing mobility at President Valdas Adamkus Gymnasium for our guests offered an immersive experience centered on the integration of sustainability across various academic disciplines. Throughout the program, participants had the unique opportunity to observe firsthand how sustainability principles were incorporated into lessons, fostering a holistic understanding of environmental stewardship among students.
One of the highlights of the experience was the exploration of the Erasmus+ program, which served as a catalyst for international collaboration and the exchange of innovative ideas. Participants gained insights into successful Erasmus+ projects implemented at the gymnasium, witnessing how these initiatives promoted cross-cultural understanding, environmental awareness, and sustainable development.
Additionally, the conference "ECO Ideas for Lithuania" served as a dynamic platform for sharing best practices, sparking meaningful discussions, and inspiring actionable solutions. Attendees had the chance to engage with experts, educators, and fellow enthusiasts, exploring diverse perspectives on environmental conservation, renewable energy, waste management, and more. The conference not only enriched participants' knowledge but also empowered them to become catalysts for positive change within their own communities.
Participating in the job shadowing mobility program at President Valdas Adamkus Gymnasium provided for our colleagues an invaluable opportunity to observe and learn from the school's dynamic and innovative approach to education. With a primary focus on observing lessons, each day was filled with insightful experiences that deepened my understanding of effective teaching practices and student engagement.
From the outset, it was clear that President Valdas Adamkus Gymnasium prioritized creating a stimulating and inclusive learning environment. As I shadowed various classes across different subjects, teachers were impressed by the diversity of teaching methods employed by the educators. From interactive discussions and group activities to multimedia presentations and hands-on experiments, each lesson was carefully crafted to cater to the unique needs and interests of the students.
Overall, the job shadowing mobility at President Valdas Adamkus Gymnasium provided a comprehensive and enriching experience, equipping participants with valuable insights, tools, and networks to advance sustainability efforts both locally and globally. It emphasized the importance of education in nurturing environmentally responsible citizens and underscored the transformative potential of collaborative initiatives such as Erasmus+ in driving positive societal change. We want to believe that gained experiences and insights in our institution will benefit for our guests in their learning environments.
Exploring Innovative Teaching Methods in Sardinia: Teachers’ Job Shadowing Experience under the Erasmus+ Program
Four teachers from President Valdas Adamkus gymnasium recently had the opportunity to participate in a job shadowing mobility program in Ossi, Sardinia, as part of the Erasmus+ accredited program. This enriching experience provided a unique platform for the teachers to observe and engage with the innovative educational methodologies being implemented at a local primary school.
Embracing the A. Bortolato Methodology
One of the key highlights of the job shadowing experience was the exposure to the A. Bortolato methodology. Developed by Italian educator Alberto Bortolato, this approach focuses on simplifying the learning process, making it more intuitive and accessible for young learners. The visiting teachers were particularly impressed by how this methodology fostered a deep understanding of complex concepts through engaging and straightforward techniques. Observing its application in the classroom, they noted the significant improvements in student engagement and comprehension, which were evident through the enthusiastic participation of the pupils.
Integrating Early Robotics and Coding
Another remarkable aspect of the Ossi primary school's curriculum was the integration of early robotics and coding education. Introducing these subjects at a young age not only cultivates problem-solving skills but also prepares students for a future dominated by technology. The visiting educators witnessed firsthand how students, even in their early years, were proficiently navigating basic coding tasks and assembling simple robotic models. This early exposure is crucial in developing technical literacy and sparking interest in STEM (Science, Technology, Engineering, and Mathematics) fields from a young age.
Musical Education and Its Impact
Music education at the Ossi primary school also left a profound impression on the visiting teachers. The school places a particular focus on incorporating music into the daily curriculum, recognizing its multifaceted benefits. Music education enhances cognitive abilities, improves memory, and fosters creativity. During their visit, the teachers observed how musical activities were seamlessly integrated into various subjects, creating a harmonious and stimulating learning environment. Students engaged in singing, playing instruments, and even composing their own pieces, demonstrating the powerful impact of music on their overall development.
Learning Beyond the Classroom: Outdoor Lessons
The Sardinian school also prioritizes learning outside the traditional classroom setting. Outdoor lessons are a regular part of the curriculum, encouraging students to interact with nature and their surroundings. The visiting teachers participated in several outdoor sessions, noting the positive effects on students' physical and mental well-being. These lessons not only made learning more dynamic and enjoyable but also helped students develop a deeper appreciation for the environment.
Successful Inclusion of Students with Fewer Opportunities
One of the most commendable aspects of the Ossi primary school was its commitment to inclusivity. The school has implemented several initiatives to ensure that students with fewer opportunities, including those with disabilities or from disadvantaged backgrounds, are fully integrated into the learning community. The visiting teachers observed various strategies in place to support these students, such as personalized learning plans, adaptive teaching methods, and dedicated support staff. This inclusive approach not only enhances the educational experience for all students but also promotes empathy, understanding, and a strong sense of community.
The job shadowing experience in Ossi, Sardinia, under the Erasmus+ program was an eye-opening journey for the four visiting teachers. Witnessing the innovative teaching methods, particularly the A. Bortolato methodology, and the emphasis on early robotics and coding, musical education, outdoor lessons, and successful inclusion practices, provided them with invaluable insights and inspiration. As they return to their respective countries, they carry with them new ideas and strategies to enrich their own classrooms, fostering a more engaging, inclusive, and holistic educational environment for their students.
Fostering Cross-Cultural Collaboration and Inclusion: Job Shadowing Experience in Caxias, Portugal
Agrupamento de Escolas de São Bruno in Caxias, Portugal, hosted an enriching job shadowing activity as part of the Erasmus+ KA1 project. This program welcomed Mrs. Andželika Uysaler, a teacher from President Valdas Adamkus Gymnasium in Kaunas, Lithuania. The initiative aimed to provide an immersive experience in the Portuguese education system, fostering the exchange of best practices and enhancing professional development through cross-cultural collaboration. Over the course of five days, Ms. Uysaler gained a deeper understanding of the school’s structure, teaching methodologies, and student-centered approaches, while also exploring the broader cultural and educational context of the host country.
The program began with a warm welcome, a comprehensive school presentation, and an insightful meeting with the headmaster. This initial interaction provided valuable information about the Portuguese education system and the institution's unique practices. During the week, Mrs. Uysaler participated in lesson observations that allowed her to familiarize herself with classroom dynamics and instructional strategies. Special attention was given to student support systems, with discussions focusing on effective approaches to address learning difficulties, improve academic performance, and guide students toward higher education opportunities.
Participation in a workshop on sustainable teaching practices provided a deeper understanding of how to integrate eco-friendly initiatives into the curriculum. The workshop highlighted innovative approaches for incorporating sustainability into lessons, enriching the teaching process with practical, real-world applications. Meetings with the coordinator for international activities and the student board further emphasized the importance of Erasmus+ projects and international partnerships in fostering innovation and collaboration. In addition to these academic engagements, Mrs. Uysaler took part in cultural activities and community events that deepened her understanding of Portuguese traditions and school culture, creating a well-rounded and impactful experience.
One of the standout features of the program was the school’s strong emphasis on inclusion. During her classroom observations, Mrs. Uysaler noted the active participation of students with disabilities, including those in wheelchairs, who were seamlessly integrated into the learning environment. The school’s commitment to creating an inclusive atmosphere was evident in the way lessons were adapted to meet the diverse needs of all learners, fostering an environment of mutual respect and collaboration. This inclusive approach not only reflects the values of the Erasmus+ program but also serves as a model for educational institutions striving to ensure that every student has equal opportunities to succeed.
This job shadowing experience was more than just a professional development opportunity; it was a platform for building bridges between Lithuania and Portugal, enhancing mutual understanding, and inspiring future collaborations. Both institutions are committed to continuing their partnership within the Erasmus+ framework, aiming to promote innovative practices, inclusion, and lifelong learning in education. Such initiatives highlight the transformative power of international cooperation in shaping a more inclusive and equitable educational landscape.
JOB SHADOWING EXPERIENCES IN SUNNY SARDINIA (October, 2024)
One teacher from our job shadowing mobility program in Ossi, Italy, participated in observing and improving lessons centered around physical activity, sustainability, nutrition, and psychological well-being. This mobility was aimed at empowering teachers and administrators to seamlessly integrate these elements into the curriculum, fostering a healthier, happier, and more environmentally aware generation of students.
During the mobility, the teacher immersed herself in a dynamic learning environment, observing lessons and engaging in meaningful discussions with students, administrators, and fellow educators. She exchanged ideas and strategies, gaining diverse insights that aligned with the core goals of our Erasmus project.
A key focus of the program was promoting physical activity among students and parents. Through interactive observations and conversations, the teacher gained valuable insights into incorporating movement into everyday routines, both in the classroom and beyond. She explored various approaches, from active learning techniques to community fitness initiatives, to enhance physical activity's role in education and well-being.
Sustainability was another major theme of the program. The teacher learned how to integrate eco-conscious principles such as waste reduction and conservation into the curriculum. By collaborating on sustainable projects and practices, she developed ways to inspire students to become environmentally responsible and contribute to a greener future.
Nutrition education was also emphasized, as the program focused on fostering healthy eating habits. The teacher observed innovative strategies for integrating nutrition lessons into the classroom, including garden-to-table initiatives and interactive cooking activities. These experiences provided her with new methods for helping students make mindful food choices and cultivate lifelong wellness habits.
Additionally, the mobility emphasized promoting psychological well-being among students. The teacher explored strategies for enhancing emotional intelligence, resilience, and mental health awareness through classroom practices such as mindfulness exercises and peer support networks. She gained insights into creating an inclusive, supportive environment where students feel empowered and emotionally strong.
Moreover, the teacher significantly improved her organizational skills, particularly in structuring the curriculum and integrating lessons more effectively. This mobility offered her the opportunity to deepen her understanding of these essential themes and equipped her with the skills and inspiration to enhance her own teaching and contribute positively to her school community.
