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That’s how we do it. The girls presented the results of months of work—researching, assembling, dismantling, crafting, and revising. It was a showcase of reading, research, design, and journalism. A brilliant presentation by our II. gimnazija Osijek!

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That’s how we do it. The girls presented the results of months of work—researching, assembling, dismantling, crafting, and revising. It was a showcase of reading, research, design, and journalism. A brilliant presentation by our II. gimnazija Osijek!

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Our students Lea, Paula, and Tesa did their research, read, analyzed (and struggled a bit 😅), packed their bags, and headed to Italy 🇮🇹✨

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Our students Lea, Paula, and Tesa did their research, read, analyzed (and struggled a bit 😅), packed their bags, and headed to Italy 🇮🇹✨

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They returned full of impressions, new ideas, and inspiration 📚

They turned their Erasmus project into a brochure—so you, too, can discover just how interesting (and not all that boring 🤭) reading can be.

Show our girls some support, take a look at the brochure, and you might just find a book that surprises you 😉📚

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Finally—the idea has seen the light of day. Read more, scroll less!

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Finally—the idea has seen the light of day. Read more, scroll less!

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The effort paid off.

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Surveys, structuring, writing, revising, percentages, literary works, students, teachers, and everyone else—it’s all underway. Hard work, countless hours spent in meetings and in front of screens, and in the end—we are proud of it all! Bravo cure.

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Surveys, structuring, writing, revising, percentages, literary works, students, teachers, and everyone else—it’s all underway. Hard work, countless hours spent in meetings and in front of screens, and in the end—we are proud of it all! Bravo cure.

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https://www.canva.com/design/DAHAfY7_3nk/JyOBaXR3RrmXzF_g4jXglg/edit?utm_content=DAHAfY7_3nk&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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After collecting ideas, negotiations about design, the desire for something different - we came to the conclusion that we know what we want! We have a tough road ahead of us to achieve what we envisioned.

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After collecting ideas, negotiations about design, the desire for something different - we came to the conclusion that we know what we want! We have a tough road ahead of us to achieve what we envisioned.

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1. Jezične i kulturne veze Hrvatske i Italije

-> hrvatski talijanizmi

-> kako se hrvatski jezik mijenjao pod talijanskim utjecajem (Dalmacija, Istra)

2. Kako mladi u Hrvatskoj danas govore?

-> internet slangovi

-> kako se govor srednjoškolaca razlikuje od standarda

3. Je li hrvatski jezik u opasnosti?

-> najčešće engleske posuđenice

-> miješanje hrvatskog i engleskog u govoru mladih

-> mišljenje jezikoslovaca

4. Što mladi čitaju u Hrvatskoj?

-> koliko srednjoškolci čitaju

-> najpopularniji žanrovi

-> zašto se čitanje smanjuje

-> razlike između lektira i onoga što mladi svojevoljno čitaju

-> anketa u školi

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Universal Design for Learning (UDL) provides teachers with practical strategies and techniques to ensure equal learning opportunities for all students, regardless of their needs and abilities.

• minimizing learning barriers during the lesson planning stage

• achieving established learning outcomes (goals).

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Dublin - Universal Design for Learning: Strategies and Digital Tools to Support All Learners

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Dublin - Universal Design for Learning: Strategies and Digital Tools to Support All Learners

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In Dublin, we learned many useful things: how to explain the principles of the Universal Design for Learning (UDL) framework for lesson planning

• apply UDL principles and guidelines through technology

• plan a lesson incorporating UDL principles

• use appropriate digital tools to help remove barriers in the classroom

• identify and assess sources of learning barriers for students

• discuss the principles of diversity, equity, and inclusion

• value diversity as a richness of human differences.

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PadletUniversal Design for Learning Strategies and Digital Tools to Support all Learners - Padlet  Dublin

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Through this programme, she developed her acting, communication, and creative skills, strengthened her confidence in public performance, and gained valuable experience working in an international and multicultural educational environment. The mobility also enhanced her intercultural competences, encouraged the exchange of good practices, and provided insight into different approaches to teaching drama in European schools.

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As part of her independent work, she wrote a short essay (approximately 250 words) addressing the following questions: What is the best definition of acting? What makes good acting? Which film or theatre actors inspire you the most, and why? This assignment encouraged critical thinking and personal reflection on the art of acting.

Furthermore, she read six different monologues, analysed their characters and themes, and selected the monologue she connected with the most as a basis for further interpretation and performance.

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In addition to the practical sessions, she took part in theoretical activities exploring major theatre practitioners and acting techniques. She was introduced to Bertolt Brecht, learning about his life, theatrical philosophy, and contribution to modern theatre. She also studied a PowerPoint presentation on Konstantin Stanislavsky, analysing the fundamental principles of his acting method and its influence on contemporary acting.

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The programme included practical workshops focused on acting, improvisation, voice and speech techniques, stage presence, public speaking, collaborative learning, and the preparation and performance of short dramatic scenes. Through individual and group activities, she became familiar with different teaching approaches and drama education methods.

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During her Erasmus+ mobility in Luxembourg,one of our school's students actively participated in the Drama programme through a combination of theoretical and practical learning activities scheduled throughout the week. The lessons took place in Room 6016 under the guidance of teachers Victoria Ellison and Macky Graham Scott, working with Class 2IEC and Class 4IEC.

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Agreement and collaboration build the project. Proposals, task allocation, meeting frequency. Paula Folb, Lea Endrich, Tesa Kardoš, Lorena Markasović.

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We truly enjoyed every moment of this art programme. It was an inspiring and enriching experience that challenged us creatively and introduced us to new ways of thinking about art. Since returning to Osijek, our students have been even more motivated to create. They now see their own artwork from a fresh perspective, have gained new insights into their creative process, and continue developing their artistic practice with renewed enthusiasm. We are grateful for this valuable experience and everything we learned throughout the week.

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Friday, 19 June (2 Hours) – Completion and Portfolio Review

You will complete your painting and make final adjustments. The session will conclude with a portfolio review, allowing reflection on the creative process, artistic development, and the outcomes achieved during the week.

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Thursday, 18 June (5 Hours) – Beginning the Final Painting

You will transfer your ideas onto canvas and begin to work on your personal painting. Guidance will be provided on composition, colour, layering techniques, and visual storytelling. The focus will be on transforming research and observations into an original artistic response.

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Wednesday, 17 June

We suggest you visit either MUDAM or Casino Luxembourg if you are into Contemporary Art, or MNHA or Villa Vauban if you are into historical art. Feel free to also drop by Valerius Art Gallery, Schortgen Art Gallery, or Reuter & Bausch Art Gallery.

Planning work to be done independently: Some sketches and the final idea for your personal work on canvas.

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Tuesday, 16 June (6 Hours) – Developing Ideas and Preparing the Surface

You will continue producing observational studies to strengthen your visual research. You will then complete one artist copy, analysing and recreating a selected artwork to better understand artistic techniques, composition, and style.

During the last two hours of this day, you will build or upcycle a canvas, preparing the surface that will be used for your final personal artwork.

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Course Schedule

Monday, 15 June (2 Hours) – Observational Studies

Introduction to the programme and portfolio project. You will begin by creating a series of observational drawings from real-life subjects. Emphasis will be placed on careful observation, composition, proportion, and mark-making techniques. These studies will serve as the foundation for the week's creative development.

Research & Thinking work to be done after school: researching artists and picking one artist & artwork for the copy next day.

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Program Goal

Throughout this one-week intensive art course, you will develop a mini art portfolio based on a theme of your choice. The portfolio will encourage observation, technical skill development, creative exploration, and personal artistic expression. By the end of the week, you will have produced a collection of observational studies, an artist copy, and a completed personal artwork on canvas.

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Our chemistry teacher Romina Tomas Grđan and our librarian Ivana Pazaver, together with our students, activly participeted in eTwinning project Week Giftedness. In this project, our three students presented their work to other participants in Turkey, Slovenia and Croatia.

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Our students made a great effort to actively involve the guests in school life. We hope that our guests enjoyed their stay and that we will continue our cooperation.

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During their visit, our school also celebrated School Day, and we prepared a terrarium-making workshop for our guests.

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We introduced our guests to our city and visited several higher education institutions, including the Faculty of Agrobiotechnical Sciences Osijek and the Faculty of Electrical Engineering, Computer Science and Information Technology Osijek.

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From April 20 to April 24, students and a teacher from Hillerød Tekniske Gymnasium visited our school. We prepared a rich program for our guests. They took part in lessons and also visited some faculties in Osijek.

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The differentiated curriculum for gifted students in Visual Arts has been published on the CARNET Edutorij platform. The material was created to support the development of creativity, visual literacy, critical thinking, and artistic expression through research-based, project-oriented, and interdisciplinary learning approaches in secondary school education.

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Materijal nedostupan.Za pristup materijalu trebate biti prijavljeni u Edutorij.

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Projekt je sufinancirala Europska unija iz Europskog fonda za regionalni razvoj. Više informacija o EU fondovima možete naći na mrežnim stranicama Ministarstva regionalnoga razvoja i fondova Europske unije: www.strukturnifondovi.hr Sadržaj ove mrežne stranice isključiva je odgovornost Hrvatske akademske i istraživačke mreže - CARNET.

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The works were evaluated in collaboration with Josip Kaniža, mag.educ. art, who teaches Graphic Design at the School of Applied Arts and Design Osijek. Following the evaluation process, two students, Lana Ivičić and Lota Petrović, were selected for their outstanding work and engagement.

The evaluation process considered several elements, including regular attendance, the quality and completion of workshop assignments, collaboration and participation during the workshops, as well as the overall creative process and student engagement throughout the project.

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The students’ works were exhibited as part of the School Days event within the project Mosaic – Skills and Knowledge Fair 2026. The exhibition enabled students and visitors to experience the artworks in person, which contributed to a stronger visual and emotional impact of the project. Students responded very positively to the exhibition and showed great interest and engagement while observing and discussing the works presented.

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A differentiated curriculum for work with gifted students in secondary school is designed as an individualized and enriched program that enables students to work on more complex, research-based, and authentic tasks. The curriculum encourages creative, critical, and problem-solving thinking, as well as independence, collaboration, and metacognition, while also developing a product with genuine educational value. It is based on higher-level learning outcomes, adaptation of content and learning process, and systematic monitoring of student progress.

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Materijal nedostupan.Za pristup materijalu trebate biti prijavljeni u Edutorij.

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Edutorij koristi kolačiće (cookies). Neki od tih kolačića nužni su za ispravno funkcioniranje stranice, dok se drugi koriste za praćenje korištenja stranice radi poboljšanja korisničkog iskustva. Klikom na Postavke kolačića možete postaviti njihova ograničenja. Nastavkom korištenja stranica suglasni ste s primanjem kolačića.

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Grand Finale in Bologna – The Cradle of Knowledge

Our final day was dedicated to visiting Bologna, home to the oldest university in Europe. We visited:

Magnificent university libraries and museums.

The university itself, marveling at its rich academic history.

The City's Atmosphere: We even had the chance to witness the authentic and joyous graduation celebrations filling the streets of Bologna.

This mobility, led by teachers Vedran Grizbaher and Mirela Šarić, served as a bridge connecting our creativity with Italian tradition and modern education.

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Creativity and Translation in Practice

The students represented our school brilliantly through several projects:

Lea Endrich presented her short stories at the Book Club, which were created as part of creative writing activities in English under the mentorship of Prof. Mirela Šarić.

Teamwork: Working in groups with students from the local Language Gymnasium (Liceo Linguistico), Paula, Lea, and Tesa worked on translating and proofreading the Osijek Urban Guide, giving the project started in Croatia its final form.

Research on Reading Habits

The students presented the results of an extensive research project on the reading habits of our students, which was conducted under the guidance of Prof. Valerija Karačić. They also carried out the same survey among their Italian peers and will compare the results as soon as all data is collected, providing an interesting look into cultural similarities and differences in literacy.

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Different Approaches: Frontal Teaching vs. Active Learning

From the very first day, we noticed significant methodological differences. While traditional frontal teaching (lecturing) dominates in the Italian school, our students are accustomed to being active participants in the learning process—a quality they demonstrated throughout their stay.

We participated in a wide range of subjects:

Languages and Literature: Italian, English, and Latin.

Social Sciences: History, Geography, and Humanities with an emphasis on Psychology.

Extracurricular Activities: We were particularly impressed by the Book Club and the Drama group.

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Mobility in Italy: Exchanging Knowledge and Culture in Codigoro

Our recent student mobility took us to the heart of the Emilia-Romagna region, to the school Guido Monaco di Pomposa. Our hosts went above and beyond to welcome us and provide a deep insight into the Italian educational system. Our team consisted of students Paula Folb, Lea Endrich, and Tesa Kardoš, accompanied by teachers Mirela Šarić and Vedran Grizbaher.

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This Erasmus+ activity demonstrates how international experience, creative learning, and project-based methods can inspire students and support their artistic developmen

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The final day at Hilleroed Tekniske Gymnasium arrived quite fast. On the fifth day, students presented their work and gave a reflection of their stay in Denmark. Certification were given and all participants expressed their wish for future cooperation.

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In this way, the Erasmus+ project continues to connect international experience with local educational practice, supporting the creative growth of young artists. 🎨

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So far, we have organized six workshops within the Erasmus+ project DareU?, designed for gifted students interested in visual and digital arts. The workshops focus on developing creativity, digital skills, and visual expression through contemporary artistic media.

During the workshops, students explore different artistic approaches such as digital portrait and identity, typography and visual language, logo design and visual identity, digital illustration, experimental digital art, and photography. They use various digital tools and creative techniques to develop their own artistic ideas and learn how to combine traditional and digital media in their work.

At the moment, students are working on developing their own artistic handwriting (personal style), where they create their personal branding and visual presentation as young artists. Through this process, they reflect on their identity, artistic interests, and the way they want to present themselves and their work.

As part of the project activities, we will also visit the School of Applied Arts and Design Osijek, where our students will compare their works with students from the graphic design and photography departments. In addition, we plan to visit the Academy of Arts and Culture in Osijek, where students will gain insight into higher education in the field of art and design and explore future opportunities for their artistic development.

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On day four Anastazija attended classes History of Ideas and Digital Design. During this classes she passed the way from forming an idea as a concept to final product. It was a very intresting and amazing process

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Dissemination of Erasmus+ Experience at School – II. Gymnasium Osijek

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Dissemination of Erasmus+ Experience at School – II. Gymnasium Osijek

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On 30 December 2025, a dissemination activity was organized at II. gimnazija Osijek, where I presented my Erasmus+ mobility experience and the key principles of Project-Based Learning (PBL) to my colleagues.

During the session, I introduced practical ways of implementing PBL in teaching and demonstrated several digital tools that support project organization and collaboration, such as Notebook and Trello. I also presented how I currently use these tools in my workshop DarU, where students upload their projects and creative works, while I provide examples of similar works and guidance to support their learning process.

The goal of this presentation was to disseminate the knowledge and experience gained during the Erasmus+ training and to encourage colleagues to integrate project-based learning methods and digital tools into their teaching practice.

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On day three student were given tasks to boost their creativity. Anastazija shoud came up with an idea for Digital designe product. While looking for inspiration, we visited Medical museum - the science center in Copenhagen and Danish design Museum.

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On day two, our studensts were divaded into classes close to their field of project - Anastazija was appointed to programming classes while Josipa and Mia were in chemistry classes. Anastazija presented her app to the students in class and studnets gave her feedback on things that could be improved and what aspects of an app should remain.

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From March 23rd till Marc 27th our three students Anastazija Kuruc, Mia Rajndl and Josipa Šakić, accompanied by Ivana Pazaver, librarian and Romina Tomas Grđan, chemistry teacher attended classes at Hillerod Tekniske Gymnasium near Copenhagen. On day one, studenst and teacher were welcomed by the host Mr. Christian Reinhold and students. Our hosts show us the school, and we attended the Programming class.

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Special Recognition: Paula Folb

We would like to give a special shout-out to student Paula Folb, who was the only one to complete the entire task from start to finish. Paula demonstrated exceptional dedication, independence in researching terminology, and high motivation.

It was this very effort that earned her a well-deserved place on the team that traveled to the Italian town of Codigoro for the student exchange.

During her stay in Italy, Paula had the opportunity to further enrich her translation with new vocabulary and direct learning from native speakers, giving the project its full value and practical purpose.

Brava, Paula! 👏

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As part of our program for gifted students, we launched a project that blends local heritage, creativity, and the practical application of the Italian language. The task was ambitious: translating and adapting sections of an illustrated urban guide to Osijek.

🎨 From Osijek to Codigoro

Students were given pages of the guide in either Croatian or English. The goal wasn't just a literal translation, but a creative adaptation of the text to their own level of Italian proficiency while preserving the essence of the original material.

The Process: Vocabulary analysis, sentence structuring, and preparation for field application.

The Final Phase: While we analyzed and corrected initial grammatical and spelling errors together, the detailed proofreading was intentionally saved as an interactive activity during the exchange in Italy.

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Gifted pupils (Lea Endrich, Ana Martinović i Mia Popadić) who decided to participate in Creative writing group improved their writing skills in the following group activities:

1. they developed their imagination through activities, such as: Wonka words (imagining their own words), Six word story (creating a story of six words)

"Art project tomorrow,

midnight,

no watercolors" Lea Endrich

"Got rejected.

Waited.

She said Yes!" Mia Popadić

"Two souls collided and never parted." Ana Martinović

2. they learned how to improve their coherence and cohesion in their short stories

3. they learned how to create a character based on an art work

4. pupils also explored different kind of writing and found their unique style of writing

5. they also analysed their own and others writing in order to develope self criticism

6. pupils wrote their own short stories and published it on a national short story competition "Hupe in Storyland". Short story from pupil Lea Endrich was graded as 4. in our region of Croatia.

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 classic, but demanding vs as fast as possible

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 classic, but demanding vs as fast as possible

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Meetings, agreements, plans, research, revision... and many other activities with one goal - to stimulate reader's curiosity and reading!

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Within the work with gifted students (during seven group meetings) in the field of drama creation, activities were carried out aimed at developing creativity, expressive abilities, and stage expression. The activities began with the selection of students through creativity tests and interviews, after which the students were introduced to the group’s work plan and programme.

In the following sessions, students developed their vocal and physical expression through various exercises, learned how to shape a dramatic character, and became familiar with basic drama methods and techniques. Special attention was given to improvisation, through which students developed imagination, spontaneity, and the ability to collaborate.

The work gradually progressed from improvisation towards creating a dramatic whole: students developed the characterization and motivation of characters and designed dramatic situations.

The next steps include preparing the sequence of scenes and participating in the creation and staging of scenes.

The knowledge and skills acquired will be applied in the group’s presentation for the School Day. This type of work enables gifted students to develop their creative potential, communication skills, and self-confidence through artistic expression.

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At the dissemination activity held on 8 January at II. gymnasium Osijek, a programme of drama methods for gifted students in the artistic, specifically drama field, was presented. The programme focused on the use of drama methods in the teaching of different subjects in order to encourage creativity, active learning, and the development of students’ communication skills.

The DAREU project focuses on recognising the potential of gifted students, creating a safe and stimulating environment for their development, and enriching the teaching process. In this context, drama techniques can be a very effective tool because they encourage collaboration, empathy, public speaking, and creative expression.

During the training, I became familiar with a range of drama activities and methods that can be applied in the teaching of different subjects. These include warm-up and focus activities (such as Music Mingle, Name and Gesture, and Exploring the Space), non-verbal communication games (Mirror Me, Conductor Game), and various improvisation activities that encourage spontaneous expression, imagination, and teamwork.

Particularly interesting are process drama methods, such as I See – I Think – I Wonder, Role on the Wall, Tableaux, and Conscience Alley, which help students gain a deeper understanding of the content, consider different perspectives, and develop critical thinking.

The experience of the training showed that drama methods can significantly enrich teaching and increase students’ active participation, especially among gifted students who need challenges and opportunities for creative expression. When learning is connected with movement, play, and experience, students understand the content more easily and develop self-confidence.

In conclusion: when the body starts moving, thinking also begins to move – and drama and improvisation can be a powerful stimulus for deeper and more meaningful learning.

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During our preparatory visit to Guido Monaco di Pomposa School in Codigoro, we had the opportunity to meet with our Italian colleagues and present the goals of our Erasmus+ project and the upcoming student exchange. Our hosts warmly welcomed us and guided us through the school, introducing us to their classrooms, laboratories, and spaces for extracurricular activities.

We exchanged ideas about language-oriented grammar school programmes in Italy and Croatia and shared examples of good educational practice. Together, we also discussed and planned the programme for our students’ visit, which will include participation in regular classes, language activities, and school clubs.

The exchange will give our students the chance to present their work created within the project, develop their language skills, experience a different school environment, and receive valuable feedback from their Italian peers and teachers. 🌍📚

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A workshop in which we connected sustainable development with artificial intelligence was held in December for Italian language teachers. It was led by librarian Ivana Pazaver and chemistry teacher Romina Tomas Grđan.

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A little later, on January 21, chemistry teacher Romina Tomas Grđan held a workshop titled “Sustainable Development in English Language Teaching” for English language teachers. The teachers were introduced to strategies and methods related to sustainable development that can be applied in English language classes.

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As part of the dissemination activities of the DareU? project, chemistry teacher Romina Tomas Grđan held a workshop titled “Sustainable Development in Education” for interested teachers of the II Gymnasium Osijek. During the workshop, the teachers were introduced to the training in Florence, as well as to strategies and methods related to sustainable development that can be applied in teaching.

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The workshops are also inspired by the Erasmus+ training course in Valencia, where I learned about the Project-Based Learning (PBL) approach and how creative topics can be developed into meaningful student projects.

The knowledge and ideas gained during the mobility are now being applied directly in the workshops. Students are encouraged to explore topics in depth, experiment with artistic solutions, collaborate, and present their work, which reflects the core principles of PBL and modern creative education.

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his project has a strong impact on students’ creative development, confidence, and motivation. Through the workshops, students gain new artistic and digital skills, learn how to present their ideas, and develop the ability to work independently as well as collaboratively.

The program also encourages innovation, critical thinking, and visual communication, which are important competencies for the contemporary creative and digital world. By exploring different artistic media and technologies, students gradually build their creative portfolios and artistic identity.

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After the presentation of the students’ projects, the teacher evaluated the works and selected those of Mia Rajndl and Josipa Šakić as the best. The further course of work was then agreed upon with all the students.

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Students received an assignment after each workshop, which we analysed during the following meeting. After the fifth workshop (the 20th session), all students were given the task of designing a project titled “Determination of the Amount of Vitamin C in Plant Material.” Each student presented her project at the next meeting (hypotheses, methods, and conclusions).

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Professional Meeting of the County Professional Council Leaders – County Professional Council of Informatics and Computer Science Teachers of Osijek-Baranja County

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Professional Meeting of the County Professional Council Leaders – County Professional Council of Informatics and Computer Science Teachers of Osijek-Baranja County

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At the meeting of the County Professional Council of Informatics and Computer Science Teachers of Osijek-Baranja County, I shared my experience from the Erasmus+ training course in Valencia. The course was very well organized and highly beneficial, providing valuable knowledge and practical approaches to Project-Based Learning (PBL).

During the training, I learned how a single teaching topic can be developed into a comprehensive project-based learning activity, encouraging students to explore the topic more deeply, collaborate, think critically, and solve problems creatively. The course also provided concrete examples and strategies for planning and implementing PBL in the classroom.

In my presentation, I introduced colleagues to the key ideas and methods I learned during the mobility and shared examples of how these approaches can be applied in everyday teaching practice.

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The topics we plan to cover during the 12 workshops are:

- Preparation of solutions with specific concentrations

- Metals

- Thermochemistry

- CSI story – A Christmas Story

- CSI story – Love in a Chemical Way

- Chemical kinetics

- Chemical equilibrium

- Redox reactions

- Electrochemistry

- Acid–base titration

- Determination of vitamin C content in plant material - project assignment

- Analysis of students’ assignments

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The learning outcomes on which we based our practical work are:

- connect the results of experiments in physical and organic chemistry with conceptual understanding

- identify patterns in the areas of Chemical Kinetics, Chemical Reaction Equilibrium, and Electrochemistry by generalizing data presented in drawings, graphs, and tables

- analyse chemical changes of inorganic and organic substances

- critically examine the use of substances within the conceptual framework and their impact on human health and the environment

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As part of the DareU? project, 12 workshops are planned for gifted students in the field of Chemistry.
Each workshop lasts 4 school periods, with a 15-minute break during which students socialize and exchange experiences.

The aim of these workshops is to explore the world of Chemistry through creative activities. During the experiments, gifted students analyse organic and inorganic substances and the changes they undergo. Through innovative learning methods, they connect the world of atoms with the real world that surrounds us.

The long-term outcomes of this type of work include the development of creativity, independence, and collaborative learning skills.

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As a part of our preparation for students mobility, on September 18th we had a productive meeting wit Mr. Christan Reinhold, Lecturer from Hilleroed Tekniske Gymnasium. This is a high scool that has advanced STEM program, which we find excellent for our gifted students. It was a very substantial meeting where we agreed further cooperation on students mobility. Participant in the meeting were Romina Tomas Grđan, Mirela Šarić, Ivana Pazaver, and of course Christian Reinhold

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Bliv en af fremtidens bedste studenter på U/NORD

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Uanset om du interesserer dig for naturvidenskab, design eller kommunikation og IT. Du får kompetencer, som er efterspurgt i erhvervslivet. Ring 48290010

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Preparations in Copenhagen!

As part of the preparatory visit, teachers Mirela Šarić and Ivana Pazaver spent a few inspiring days in Copenhagen, from February 15th to 18th.

They were greeted with a warm welcome at Hillerød Tekniske Gymnasium, organized by Mr. Christian Reinhold. During their visit, they joined a physics class and two English lessons, explored the school with students and experienced the vibrant learning atmosphere firsthand.

A productive meeting followed with Christian Reinhold, Charlotte Buhl, and our teachers, where they discussed and outlined what students will be working on during the final stage of their project at Hillerød Tekniske Gymnasium. Exciting things are ahead! 🌍✨

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The big day is finally here — the moment to showcase all the amazing apps our students have been working on! To keep everything fair and transparent, the presentations took place in front of a jury made up of: Nives Merčep, Principal and Computer Science teacher; Lidija Blagojević, Computer Science teacher; Domagoj Bradarić, Computer Science teacher; and Ivana Pazaver, teacher.

The jury evaluated the apps based on:
1️. Functionality
2️. Usability
3️. Aesthetics & Design
4️. Educational Value

Every student gave their best and truly impressed the jury with their creativity and effort. But in the end, there could only be one winner…

Congratulations to Anastazija Kuruc!

Anastazija, together with prof. Pazaver, will soon travel to Hillerød Tekniske Gymnasium in Denmark, where she’ll test and further improve her amazing app. We can’t wait to see how it grows!

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Our students came up with an excellent ideas for their apps

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Our students came up with an excellent ideas for their apps

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Teo is developing StudyFlow – an app for organizing student time.
Danijela is creating Learnera AI – a smart helper that organizes study time and learning based on the difficulty of upcoming tests announced in the calendar.
Petar focused on Focusly – an app that tracks student progress and structures time spent learning.
Dora is building FocusFlow – a tool that helps students stay focused.
Anastazija chose Milo (working title) – an app that helps children learn English from an early age.

All apps are being developed on Lovable and Glide platforms!

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At II. gimnazija Osijek, students don’t have many classes in computer science or programming, but their curiosity and creativity led them to explore different app development platforms on their own. They enjoyed discovering how each tool works and finding the ones that fit their ideas best. In the end, they chose to work with Lovable and Glide, platforms that allowed them to express their creativity and turn their concepts into real apps!

This project helps them develop AI skills and digital tools for modern education through our Erasmus+ collaboration.

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Erasmus+ projekt DareU

Osijek, 8. siječnja 2026.

The title lecture was held What is udl and how does it help us? The outcomes were: explain the principles of the Universal Design for Learning framework of lesson planning • apply UDL principles and guidelines through technology • plan a lesson with UDL principles in practice • use appropriate digital tools that help remove barriers in teaching • identify and assess the sources of teaching obstacles for students • discuss the principles of diversity, equity and inclusion • appreciate diversity as a wealth of human diversity.

Diversity, equity and equality in the classroom.

Some of the activities are shown - a hook for involvement, a provocative question, a deliberate mistake, an unexpected quote, a KWHLAQ table that encourages deeper research, etc.

Universal Design for Learning (UDL) provides teachers with practical strategies and techniques to ensure equal learning opportunities for all students, regardless of their needs and abilities.

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No-Code Discovery

At the third meeting, students were introduced to no-code and low-code platforms perfect for building their educational apps. The recommended platforms were Glide, Adalo, Thunkable, and Lovable.

Students explored each platform hands-on and familiarized themselves with their core features — from drag-and-drop interfaces to database integration and app publishing.

Next step: Choose your favorite and start prototyping ideas for AI EduPlanner! Which platform excites you most?

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Setting the Final Goal

On the second meeting, the team agreed on the main objective: to design and develop an educational app. The students were encouraged to get creative and decide in which direction the app should evolve — whether it will focus on study planning, time management, homework tracking, or something else. The only requirement is that the app has a clear educational purpose and can support learners in their daily school life.

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The first meeting of the group of gifted students participating in the AI EduPlanner project was held on December 4, 2025. The following students attended: Danijela Adamović, Anastasia Agatić, Anastazija Kuruc, Teo Zolota, Matija Krnić, Lukas Eđed, and Dora Pavelić. During the meeting, the group defined the project’s work plan, agreed on a fixed meeting schedule, and outlined the main goals of the gifted students’ team.

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Imagine an assistant that knows you — understands your learning habits, reminds you of deadlines, and helps you organize your day so you can study smarter, not harder.

Such a digital assistant is exactly what students can design together through the AI EduPlaner project!

The goal is simple: use artificial intelligence to make school tasks more transparent, automate learning planning, and keep motivation high.

AI EduPlaner creates personalized schedules, applies the “time blocking” method, sends reminders about assignments, and tracks your progress through gamification and statistics.

Imagine an app that knows when it’s the best time to review the material and helps you reach your goals with less stress.

If you enjoy exploring, programming, drawing, testing apps, or simply have an idea to make learning easier for students — join the team building AI EduPlaner!

We’ll use free and easy tools (Fhynix, MyStudyLife, Toggl Track) and combine our strengths to create the first version of a digital school planner.

Join us and become part of a team that blends creativity, technology, and smart learning.

AI EduPlaner – students are creating the future of learning!

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On January 21st, 2026, librarian Ivana Pazaver delivered a lecture titled Digital Tools as Support for Teachers at a meeting of English language teachers. Particular emphasis was placed on tools that can assist English language teachers, such as Mizou, Diffit, Suno, Curipod, and Fobizz.

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As part of the project dissemination activities, librarian Ivana Pazaver delivered a lecture entitled Digital Tools as Support for Teachers. The lecture was held on 30 December 2025 for all interested teachers of II. gimnazija Osijek.

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Course closure & cultural activities

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities

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UDL lesson planner

How to plan a lesson with UDL principles step-by-step;

Presentation, feedback, and discussion on the lesson plans designed by the

participants.

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The "how" of learning: Action and Expression

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The "how" of learning: Action and Expression

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Assessment For, As, or Of Learning?

DayThe third principle: guidelines to provide multiple means for students to express what they know; Digital tools that support pluralism in social interaction, and sharing.

Day 4

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Day 3

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use of different material formats

differentiated tasks

learning by cells

self-regulation and goal setting

flexible assessment

Digital tools

🔊 For different ways of presenting content

YouTube, Edpuzzle – video lessons

Nearpod, Genially – interactive content

Text-to-speech tools (eg Read&Write)

📝 For different ways of expression

Padlet, Jamboard – visual organization

Book Creator – creation of digital books

Flip - video answers

🎮 For motivation and engagement

Kahoot, Quizizz, Gimkit – gamified learning

ClassDojo - monitoring student progress and motivation

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- Display the material in different formats.

Example: text, video, audio, infographics, interactive simulation tools.

3. Multiple ways of expressing and showing knowledge

- Enable students to demonstrate knowledge in different ways.

Example: making videos, presentations, posters, essays, quizzes.

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What does UDL mean in education?UDL is based on three key principles:                                                   1. Multiple ways of engagement - offer students different ways of motivation, involvement and participation.                                  Example: choosing activities, working in pairs, gamification.                                                                                                     

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What does UDL mean in education?UDL is based on three key principles:                                                   1. Multiple ways of engagement - offer students different ways of motivation, involvement and participation.                                  Example: choosing activities, working in pairs, gamification.                                                                                                     

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Universal Design for Learning (UDL) is an educational approach designed to make teaching accessible and effective for all students, regardless of their abilities, learning styles, needs or difficulties. The idea comes from universal design in architecture – if you design the space so that it is accessible to everyone, then you don't need special adjustments later. The same goes for learning.               

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Universal Design for Learning (UDL) is an educational approach designed to make teaching accessible and effective for all students, regardless of their abilities, learning styles, needs or difficulties. The idea comes from universal design in architecture – if you design the space so that it is accessible to everyone, then you don't need special adjustments later. The same goes for learning.               

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This training provided valuable insights and tools that will enrich classroom practice and support innovative approaches in teaching gifted students.

With all that it was a lovely and pleasant experience—both relaxing and personally enriching, as well as an opportunity to build new friendships. Dublin proved to be a city welcoming to tourists and foreigners, with a rich history. All in all, it was a wonderful week in Dublin.

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On the final day, teachers designed and presented their own classroom activities, applying the skills and methods developed throughout the week.

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Participants discovered how drama can help students explore complex topics, express emotions, and strengthen social and critical thinking skills.

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The course emphasized collaboration, communication, and the creation of an inclusive and motivating learning environment.

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During Erasmus+ mobility teacher Ivana Vučemilović-Šimunović participated in an international professional development course organized by Europass Teacher Academy in Dublin, as part of a project for gifted students.
The week-long program Learn to Teach Any Subject with Drama explored the integration of drama techniques into classroom teaching. Through interactive workshops, participants learned how to use improvisation, storytelling, object work, and process drama to engage students and inspire creativity.

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The Erasmus+ course in Málaga provided valuable professional development for Professor Grizbaher, equipping him with new knowledge, tools, and perspectives on inclusive teaching and differentiated learning. The experience directly contributes to the further development of the “DareU” project and supports the implementation of more inclusive and engaging classroom practices within his institution.

Beyond the professional growth, the cultural immersion and exchange with colleagues from across Europe fostered a broader understanding of education in different contexts and strengthened international cooperation.

Overall, this Erasmus+ experience was both professionally enriching and personally inspiring, reinforcing the importance of lifelong learning, collaboration, and intercultural awareness in modern education.

Upon completing the course, Professor Grizbaher returned with new ideas and strategies on how to further support gifted students with a particular interest and aptitude for learning Italian. The insights and methods gained in Málaga will serve as valuable tools in creating an even more stimulating and personalized learning environment, encouraging these students to reach their full potential and continue developing their linguistic and cultural competencies.

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During his free day, Professor Grizbaher took the opportunity to visit Córdoba, a stunning city in the heart of Andalusia. The city is dominated by the Mezquita, a former mosque transformed into a cathedral of impressive proportions and rich historical significance.

Córdoba’s Jewish Quarter, full of narrow streets and vibrant life even in late September, offered a glimpse into the city’s multicultural past. Its numerous parks, shaded by large ficus trees rarely seen outside as in Croatia, provided a pleasant escape and an appreciation of Andalusia’s natural beauty.

Málaga itself proved to be a vibrant and lively city, where tourists blend harmoniously with the locals. Even in September, the beaches remain active, and while the city centre is clearly oriented towards tourism, the surrounding areas offer a more authentic Andalusian atmosphere.

A particularly memorable highlight was the visit to the Jardín Botánico-Histórico La Concepción, a lush botanical garden that served as both a refreshing retreat from the heat and a journey into a tropical landscape on the city’s edge. This visit added a reflective and peaceful element to the overall Erasmus+ experience.

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One day of the course was dedicated to a field trip, during which the classroom was replaced by the beautiful coastal town of Nerja. The day combined educational activities with opportunities for informal learning and cultural exchange.

Participants took part in interactive group tasks that fostered teamwork and creativity, followed by free time to explore local culture, enjoy Andalusian gastronomy, and relax on the beach. This day provided an enriching intercultural experience and further strengthened the bonds among participants.

In addition to the organized activities, participants also connected during free time in Málaga, especially while sharing meals featuring traditional Andalusian cuisine. These informal gatherings encouraged intercultural dialogue and helped establish both professional and personal relationships among educators from different European countries.

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The first day of the course was dedicated to introductions, experience sharing, and defining key concepts such as giftedness and diversity in learning. Participants came from various countries, including Sweden, Lithuania, Latvia, Italy, and Croatia, and represented different educational backgrounds—from primary and secondary schools to professional support services.

This international diversity enriched the learning experience, as the exchange of practices and perspectives allowed participants to learn from each other and to compare approaches to inclusive education across Europe.

The theoretical component of the course constituted only a small part of the overall programme. Most sessions focused on practical applications, including hands-on workshops, role-playing activities, and interactive games designed to be easily implemented in the classroom. This approach allowed participants to experience inclusive teaching strategies firsthand, making the training highly engaging and directly applicable to real teaching contexts.

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Vedran Grizbaher, a teacher of Italian, participated in an Erasmus+ training course titled “Inclusive Classroom: Strategies for Gifted and Diverse Learners”, organized by iDevelop in Málaga, Spain, from September 22nd to 26th, 2025.

The main objective of the course was to equip educators with practical strategies for effectively including students with diverse learning needs in everyday classroom activities. Special attention was given to gifted students—how to identify them, nurture their talents, and ensure they remain challenged and motivated in traditional learning environments.

The course topic was directly aligned with the goals of the ongoing institutional project “DareU”, which focuses on supporting gifted learners. Participation in this course provided valuable insights into adapting teaching approaches to promote both the academic and personal growth of students with advanced abilities.

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Day 3 – Unlocking Giftedness with AI

·         Identified diverse needs of gifted students, emphasizing personalized learning, acceleration, and intellectual challenge using AI tools.

·         Explored innovative AI practices to enhance creativity, critical thinking, and effective formative assessment to unlock each student's full potential.

·         Established a creative AI hub for sharing resources, collaboration, and continued learning.

·         Reflected on ethical AI use, student empowerment, and engagement strategies.

Day 4 – Designing an Inclusive AI-Infused Lesson Plan

·         Applied knowledge by collaboratively designing and presenting inclusive, AI-integrated lesson plans tailored to diverse learner needs.

·         Discussed the differences between peer review and AI-generated review, highlighting strengths, biases, and implications for feedback.

·         Reflected on challenges such as equity, privacy, and evolving teacher roles when implementing AI in classrooms.

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Identified diverse needs of gifted students, emphasizing personalized learning, acceleration, and intellectual challenge using AI tools.__Explored innovative AI practices to enhance creativity, critical thinking, 

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Day 2 – Empowering Neurodivergent Students Using AI Tools

Today’s session focused on understanding the needs of neurodivergent learners and exploring how artificial intelligence can help personalize and support their learning experiences.

We began by defining key terms related to neurodiversity and inclusion, highlighting different learning profiles and communication styles. Participants then explored an AI toolkit featuring tools for text-to-speech, adaptive writing support, emotion recognition, and personalized learning platforms.

Through collaborative group work, we developed practical strategies for integrating these AI tools into classroom activities, aiming to enhance accessibility and engagement. The hands-on segment allowed participants to test selected tools and discuss real classroom applications.

The session concluded with a reflection on the ethical and pedagogical implications of AI use, emphasizing empathy, privacy, and student empowerment as guiding principles for future implementation.

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Project-Based Learning (PBL) is a teaching approach in which students learn by actively exploring real-world problems and creating meaningful projects as a result. Instead of memorising information, students develop knowledge and skills through teamwork, critical thinking, creativity, research, and practical problem-solving. PBL makes learning more engaging, relevant, and connected to real-life situations.

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Celebrating the completion of the Erasmus+ PBL training in Valencia — a moment of achievement, teamwork, and good energy. A great way to wrap up an inspiring week of learning and collaboration.

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During the Erasmus+ PBL training in Valencia, we worked with value-based reflection cards to explore personal strengths, teamwork qualities, and classroom dynamics. This activity helped us identify what truly matters in collaborative learning and how these values can shape more meaningful and student-centered projects.

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Exploring Valencia’s architectural heritage during the Erasmus+ PBL training — detailed stone carvings and the peaceful courtyard of La Lonja de la Seda. A valuable opportunity to connect history, culture, and visual storytelling.

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A sweet break during the Erasmus+ training in Valencia — traditional churros with warm chocolate. A perfect way to experience local culture and recharge between sessions.