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lives too short get enjoyment from each day!

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lives too short get enjoyment from each day!

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by Tita

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never give up

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I create a Telegram channel for my students and for students of others school

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(1)Evviva  il... 7 ripetuto! ("Pet" vi saluta con tanto affetto e spera di incontrarvi al più presto! )

Lavora a pag. 49 del sussidiario 📗(  esercizio n.1 : ricopia✍️ sul quaderno ; es.n.2:
dopo aver completato l'esercizio,  riscrivi 3 volte sul quaderno i multipli del 7 ( esempio: 0-7-14....)  e memorizza🧠la tabellina .

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(1)Evviva  il... 7 ripetuto! ("Pet" vi saluta con tanto affetto e spera di incontrarvi al più presto! )

Lavora a pag. 49 del sussidiario 📗(  esercizio n.1 : ricopia✍️ sul quaderno ; es.n.2:
dopo aver completato l'esercizio,  riscrivi 3 volte sul quaderno i multipli del 7 ( esempio: 0-7-14....)  e memorizza🧠la tabellina .

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In my school, we collaborate with alumni, parents, professionals from institutions and local enterprises, teachers from universities (like Universidade do Algarve) etc ...

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Teaching in a school requires the involvement of a number of external partners from the school community and the use of various digital resources, platforms, tablets, PCs, concept maps ... everything that allows students to learn good practices

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Teaching in a school requires the involvement of a number of external partners from the school community and the use of various digital resources, platforms, tablets, PCs, concept maps ... everything that allows students to learn good practices ... .

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We have alumni programme at school that really works greatly.If my students need help they can turn to authorities of our town.

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A colleague from school who teaches French had this great idea of having the monuments and important places in the city, added with some information about the place in the 3 languages (French, English and German). I thought this was a fUntastic idea and it would require licence from the town Hall which I think could collaborate.

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Spain
Because of the subject I teach, I think it's going to be diffficult for me to find local professionals to work with. We have Vocational studies in my school so we 're familiar with companies and we ues to work with them.

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I am an English teacher at the secondary section , and although in my school we have a very close relationship with parents, I've never asked them to participate in my classes as they are not native speakers, but this could be the first step , as some of them can speak English fluently and they can be part of the learning process of the students.
On the other hand, we have participated and are participating in several etwinning projects collaborating with  schools from different countries. These experiences have always been very engaging and motivating for students

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In my school, we share our students English Club and Europe Club projects using e-twinning platform. The feedback is amazing

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I think I can find external collaboration from my school alumni and parents. I remember  some years ago there was a student whose mother was a chemist  and she showed the class the lavoratory where she worked and it was very interesting.
On the other hand, Etwinning is a very useful tool to look for collaboration. Nowadays we are collaborating in a project, but we want to develope another one.

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Teaching in a professional cooking school I am not new in involving outside partners from the surrounding community community in our projects. Restaurants, hotels, catering structures they all collaborates with the school to let students learn good practices from real qualified individuals carring out those tasks every day.

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Alessandra,Italy       I believe that eTwinning is a great way to relate to European partners and to broaden their horizons in didactics. For my PBL I tried to rely on an onlus association that deals with social activities in support of youth discomfort and a social cooperative society as a socio-educational day center for minors.

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Alessandra,Italy       I believe that eTwinning is a great way to relate to European partners and to broaden their horizons in didactics. For my PBL I tried to rely on an onlus association that deals with social activities in support of youth discomfort and a social cooperative society as a socio-educational day center for minors.

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2.4 Finding collaboration partners outside the classroom

ETwinning is a great way to define collaboration, share ideas and develop projects in international partnerships.

The portal provides a set of collaborative tools, possibility of twinning schools or teams of teachers.

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I think eTwinning is a great way to define collaboration! I have several eTwinners who I collaborate with and who collaborate with me. We bind our efforts together to reach successful learnings of our students!

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I create a Telegram channel for my students and for students of others school

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We could learn a lot from the person in our city council who is in charge of our school building. We also have a company gathering our recyclable waste, which it weighs every time it is collected. We have established a cooperation with a Greenpeace representative, who is willing to enlighten us whenever we ask her to, as long as her schedule permits it.

Our school master is also very experienced and active in promoting collaboration between students and teachers for certain issues he feels are the most important ones, such as inclusion of the refugees in our school society.

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I am a Biology teacher in secondary school in Spain. In my case, I am lucky in this context. My students are able to interact with other organisation outside the school, they provide them practical learning in a laboratory. I think is a great opportunity the kids have to link the contents the have learn in the school, in a diferente place.

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I am a teacher of English and German and in my case the professionals I need are speakers of the foreign language, be they native or not. Having “guests” for speaking activities always boosts my students’ creativity. The dad of one of my students is from the USA and he regularly offers to come to our school. My students then face the opportunity to put their English to the test and use the language in a real situation.

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I think eTwinning is a great way to work with other students living in other countries

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At a project about the Mediterranean diet, students can invite at their school an expert of olive oil in order to inform them about the process of olive oil production and the benefits to our health.

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For a few years now that I have always tried to create links with the local community, wherever country I work. In this particular school where I am teaching now, one of the things we do is to invite the parents to participate and share their expertise in the classroom. This not only brings extra, hands-on knowledge to the children but also motivates them. They are always very proud of having their parents participating in class with them. We have also liaised with an american school through Skype sessions and writing letters, where children had to work together to introduce their own school, how it works and local communities to the foreign learners. They were quite surprised with the differences they found.

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My students could connect with other students in nearby schools, professional centers, and cultural sites. None of them engage with the school on a regular basis because my school has a traditional culture that is very difficult to break through. When teachers lead these connections, administrators usually want to get the credit. Very sad!

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Our school is involved in a Erasmus projects which gives both students and teachers real insights on the sort of work done abroad. Besides I am particularly involved on an twinning project with five european countries. Our students had to form groups in order to collaborate with our partners

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Our high school has had many different European projects from 2007. We are at eTwinning platform long time ago (now we are implementing an Erasmus+ project) and we have invited the students' family to be at eTwinning. Also we collaborate with two different theatre for your students contests. As well as we are involved in brother-ships with a French town and a German town. We very often collaborate with some NGO and viceversa.

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Orbe, Las Palmas de Gran Canaria, Spain.

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Orbe, Las Palmas de Gran Canaria, Spain.

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Our school is also involved in many projects and learning situations where the students are in touch with local associations and organizations but, I reckon this section of module 2 is related to People who bring experiencies from their real life situations: grandparents, housewifes, nurses, firefighters, writers, exchanged students, disabled People, etc.

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I teach in a primary school in a small town. We have many opportunities to collaborate with external partners:
- there's a project with the local group of ANPI about the italian Constitution
-  there's a project with the local school of music to increase the study anuse of wind musical instruments.
- Road safety education with municipal police.

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In this PBL I plan to develop with my class I have already designed an activity that will envolve several students from the school. A students Survey on Tolerance within the school environment.At this point I'm not considering an etwinning parnership not only because I'm already involved in two etwinning projects but also because I believe the results of the survey are going to be publicly publicised within the school grounds. If after the results of the survey have beem processed students find there is room for a further general discussion, they will invite some expert on the issue for a round table.

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My school is a member of e twinning for two years. We had projects with other schools in our country and abroad. We have contact with our local city  municipality. Our school takes part in trips, educational visits and sport competitions  with the support of municipality

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The community could be involved in sports associations, other schools, parents, and educators in the area.

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My school is part of etwinning since 2015-2016 and we collaborate with other schools for projects, not only in our country but also abroad.

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I've never been involved in etwinning, but it seems to me to be a pretty interesting concept. I am ready to participate and be able to develop a project. It is something that is left to do in the near future.
About community collaboration, I think it's a good opportunity to bring parents into the classroom, establish a network of contacts and parents who can collaborate on different projects, with well-defined roles at the outset, and who can be anchors for the projects implemented.

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I think that a great opportunity are parents. they should definitely get involved with their children's education, so what a better way to do it? We can ask them to come to our classes and explain about their jobs and the importance of what they are learning in day-to-day

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My school is located in a small city.Because we work with children with special needs,we always try to find partners outside the school to talk to the students or to develop different projects:a doctor,a policeman,a nurse,students parents,older students were invited.
We have many extracurricular activities:visit to museums,zoological garden,city center.

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Our school has been working on Erasmus+ projects for the last 8 years, so we are familiar with collaborative work. Many students and teachers from Europe have come to our city  and we have travelled to many countries as well.
The experiences and ties they have developed have been amazing. Not only have they improved their speaking abilities but also have acquired interest in learning English and new cultures.
We also collaborate with the local police to prevent dangers with the Internet.
Gender equality is our motto. We have lectures in LGBT rights.

Students perform plays at school with our community audience.

We also have Students of Vocational Training in Commerce who work part-time in local shops  to learn from the real world and have a chance to get a contract in the future.

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I've been an etwinner teacher since 2015/2016 and I'm already in the fourth project :) At first I had to learn to work with colleagues from other countries but last year the projects went very well and left very significant marks on my students with results in their learning.
Regarding the connection with the community we have a project called "Parents and grandparents go to school" and at various times of the year we have tasks developed by people from the community in the classroom or exits of the students to visit the environment and learn in loco.
example:
http://ebcasalcomba.blogspot.pt/2017/03/dia-mundial-do-sono.html or
http://ebcasalcomba.blogspot.pt/2016/10/comecou-semana-da-alimentacao.html
or
http://ebcasalcomba.blogspot.pt/2017/06/sair-da-escola-conhecer-o-meio.html

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In Bulgaria there is a specific "community center" institution. This is a place where the history, traditions and culture of each city or village are preserved. The school and the chitalishte are closely connected.

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Jose Maria Reillo, Campo de Criptana (Spain

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Jose Maria Reillo, Campo de Criptana (Spain

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Our school is located in a small town where there aren´t possibilities to practice alternative sports. However, we´re next to Madrid where there are many of them. For example, we could keep in contact with players of rugby so that they would arrive at our school. Here, they could teach our students Rugby values and rules. Of course, students would play with them. Without any doubt, this possibility engages our pupils enormously.

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We live in a very small village and unluckily we dont have many collaboratives like companies or etc.Just sometimes we invite some profession groups to our schools and ask them to introduce their jobs.

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Luckily, we have a large range of companies, associations, local clubs and government agencies that we can go to perform any activity. We always have a good response when we demutamos for some talk or group activity. It would be simply to contact them under another approach or to go to their facilities so that the students could carry out their activity in the field.

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Our school collaborates with many organisations and businesses in town for career orientation. We have done courses with them for typing and metalworking. But we haven't tried PBL themes.

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(ESL instructor)
The school I am working for is a well established private school with 68 years history. It has a lot of graduates who work in very different jobs in the city.  The best way to learn about who could help to teach, evaluate or just to present to would be asking the experienced and long time teachers in the school. Principals and vice principals would also provide information about who does what and even establish the initial contact with professionals who could be involved in some way in PBL projects. School's alumni would be another very useful organisation to establish effective ties with to seek professionals who could contribute. In all, there seems to be a lot of good opportunities for our students to learn to establish "real life" connections with people outside the school.

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We have partnerships with the Chamber psychologist and with nurses from the Health Center and Pharmacy. We also have protocol with a university institute and with the Parish Board. Let's start with an Etwinning project with a school in Italy.

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I often  work in collaboration with the library Lascaridis of Pireaus (my town), on meetings with writers of youth literature, training of my students by experts, actional approach workshops with university students

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eTwinning gave us the chance to link with other schools and work on our first Comenius Project. This project was highly supported by professionals and our local authorities. Proffesors, professionals or politicians are more accesible that we think. Besides teachers and parents’ association can also help to contact with them

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From my point of view my school's collaboration with outside partners is on quite good level. My colleagues focus on finding professionals who could give the most knowledge and skills in given  topic as possible. So, for example when younger students have a lesson about forest they go to have a lesson in a forest with woodsman who interacts with them using real life examples. When students are going to have some arts and crafts about decoupage a hobbyist in that field is invited to teach them how to do it. Or when they have a lesson about sea life they are going to an Aquarium to check sea life there and find some answers from their worksheets. When older students have a history lesson given by historian from Institute of National Remembrance. Or lessons given by parents who are representing different job titles.
Our students also participate in lessons organised an lead by museums educational workers.
They also have a chance to see shows in various theatres (musical, puppet show, philharmonic). Some of the plays are designed to ask audience to join the play or to give answers or ask question about what is going on on a stage.
In all those occasions students can cooperate with professionals and ask questions they normally wan't ask during lesson.

As I am assistant and supporter in most of occasions it is quite hard to organise and participate in co-working with professionals. I can see great chance for my school and our students in PBL. Not only as collaboration with each other but also in creating networks of professionals. Sometimes I feel like students would like to have bigger impact on what is going on around them. I also see that they do not respect others and surroundings well enough because they say "it is not mine" or "it wasn't me". They don't feel responsible for anything that happens around them. I think that PBL and cooperation with people from outside the school may widen their perspective and open their eyes that anything they do or say have an impact on surroundings.

For me as an origami instructor I can see that only younger students are interested in folding. For them it is fun when they can create something by themselves. Older students, as soon as they have different subjects with different teachers, they see origami useless. I can remind them that it helps them understand geometry, perspective, build their confidence, keep their work neat, build focus skills and memory but they are too busy with gaining better marks.
During summer I take part in Origami Convention organised by Polish Origami Society and adults from around Poland gather in one place to exchange their knowledge and share new models. Some of them are teachers but some of them do other things too. Currently I am thinking about inviting those people to join my lessons and ask them to introduce students to the benefits of origami in their professional work. Maybe then students finally give a better chance to themselves and try to find some time for origami.

I think that most of the businesses working with school are mostly organisations who offer extracurricular activities for students. From time to time our school community is rising some money as donation for foundations who need such kind of help. In that occasions we sell some homemade cakes or organise auction. From time to time we also ask to donate some money strait to moneyboxes prepared for those occasions. The only responsibility for students there is to assist with collecting.

Students rarely rise their own ideas what to do. Mostly because our educational system does not allow much activities like this. Also because to much things students must be thought on regular basis. Well I start to see that it makes them more and more bored. Sometimes I hear great ideas but lack of power to do so. It looks like excuses "we have to keep up with the teaching plan" or "we already had event or trip" makes them feel irritated. They start to see no need in sharing great ideas at all.

I am not sure how it works with school alumni. My school is kind of young, some of them still study, some of them live in other countries and continents. Unfortunately I haven't heard about anyone who would like to join our school and see how it goes now or wish to make some project with current teachers and/or students.

I think that identifying right professionals won't be too hard. Students in my school are quite creative and they are quite good in searching the right things. We could research or ask people around as for assistance due to the fact that our parents are professionals in many fields.

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This aspect has not yet been explored in the schools. However, it is evident how essential it would in order to make real-world connections in the students' learning. Gardening, IT, catering etc are collaborations with the real-world which i would consider to utilise.

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We have regular collaboration with local professionals, 'cause my school is a vocational and technical one, that is very helpful for those who teach professional subjects, but not strictly for mine: Italian and History.  It was really inspiring for me finding in the video an example of outside-school collaboration with a museum, that I might try to replicate considering the historical topic of my PBL idea...

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We invite a policeman, a doctor, a backer, parents to present their jobs, we go in a local factory, a hotel ...

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My school is placed in a countryside area and I guess we could contact with farmers or agricultural business and show students where fruits and vegetables come from and how to work in this job field. I think it could be quite interesting for them because nowadays children open the fridge and take anything and they don’t even know the plant or the tree in which the food grow.

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The most important outside collaboration in my school is with other Schools Language in Madrid. We share students in different years, so we need follow the same curricula to allow the students continue studing. What's more, most of our students are themselves teachers, last years we start to collaborate with a vocational school whose teacher is a French student in our school. Their gardener students praticed in our garden.

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In my high school student work with Proyect KA02 of the Erasmus +. This proyect is about  "our forest, our future" with other countries

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In my high school students work with business proyect about how they can start a bussiness. so, they can develop some skills like planning, organized and develop a success business proyect. It is important to mention that proyect will be expose to the education comunity with the goal of share the information and recived some points of view and adviced.

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As we live in a capital (Granada) apart of being a wonderful city, we have a lot of links between school and business agents, local authorities (city hall) and companies to work with.
I think we wont have any problems finding new contacts when we implement PBL in our classes.

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Portugal
At the moment one of my classes is working on a project connected with abandoned pets. So they have invited the administrator of a local pet shelter to talk about her experience in the institution. Then they will visit the institution so that they may develop a campaign in the community about animal rights.

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We usually involve professionals such as writers when talking about hot topics (i.e. cyberbullying) or video-makers for creativity labs...
The volunteers group of army veterans and friends called 'Alpini' regularly cooperates with my school to raise money. That's a special group of Italian army who fought for Italy freedom during the two world wars in the Alps and now arranges charity events in town.
We usually call alumni when last year students have to choose their future career and school (Orientation activity), so alumni can talk about their choices and experiences.

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It sounds good. I haven't such an experiance. Accepting professionals help is very usefull, ı hope ı use this idea for my students.

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Actually, there quite many possibilities to find collaboration partners outsider the classroom for our school. First of all, there are 8 Waldorf schools in Estonia, 2 Waldorf schools in Latvia and many in Finland and they are all potential partners. Schools sometimes visit each other to perform concerts or plays, sometimes field trips are organised. We could definitely take one step further and think of a project together. There also is a social home in the neighborhood, our students visit it with concerts on Christmas and other festivals. As to attracting experts, we could involve parents. I think that a problem with outside experts is that very few people are willing to work without being paid and being a part of a project IS work

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WOW! It’s a real challenge. In my school we have already counted on the collaboration of experts from our community to develop some projects, for example once we had a public speaking coach helping us to prepare students who would participate in an international competition. However, I still don’t see that the way we work with projects reflects the principle of PBL. I do think that in our school projects are neither the main dish nor the dessert; it is something in between. So, our projects are not really going beyond the school walls and not involving the community at all. I wish we could develop a project that will allow students to build something with and for the community. For example: they could help to develop a software or a system that will help our city library to be accessible to people with special needs. In order to do this project, they would need the help of local librarians, experts on people with special needs, IT teachers, etc.

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In my opinion, it is very important to collaborate with the community because the pupils have to live in a community. For that reason in my school, we always find collaboration with partners outside the classroom. Most of times, we have families that have very nice Jobs or experiences that can contribute with the school curriculum. Moreover, we try to go and visit museums, parks, theatres, the town hall, libraries…

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I teach in a big school including a head school and 4 branch schools, each located in a different town. Altogether there are about 1200 students coming from 15 different towns. Our school offers general education courses and both vocational and technical courses. Each school collaborates with the different public institutions present in each town including the local administration, the local health department, police. Besides, we have contacts with private associations dealing with sports and voluntary work as well as with private firms and offices. There is also a satisfying network with local firms and professionals with which the school plans a number of simulated working projects for the students attending the last three years of technical and vocational secondary school. However, we are still far from organizing interdisciplinary projects together with schools from other countries. This will be the school’s main aim this year.

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Within our project collaboration with people outside the classroom is essential. Because we are a relatively small community, nearly 3,000 inhabitants, our students can go to the person's resources and talk to them, even at home, and have at their disposal recordings, photos, stories that help us to "shape" the project

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The college where I teach is in the outskirts of Goiânia, a very violent region with serious social problems. Students have difficulty relating in and out of the classroom. I believe that projects that involve the local community, partners, would be extremely important for them to experience this process of collaboration, inclusion ... to make them feel part of something bigger.
Surely that would make them work harder!

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Having the opportunity to invite profesionals is something really great. Its interesting to have more perspectives about the subjects we are teaching. I try to invite specialists and let them explain to the children how the things they learn are in real life. I remember that once I invited a writer. She presented her book and she really facinated children in way that I couldn”t. That”s when I realised the importance of involving specialists.

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I have involved the local Council and also several scientists (I am a Biology teacher) from A town nearby (Oeiras) several times but I think I have to start involving companies and the industry.

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Tough question! Actually, we have no professionals visiting. Only firemen come to school for drills and some experts for conferences. But in our lessons there is no such locals.

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I have chosen the topic Our environment and how it reflects on peoples´ living standards. From the top of my mind I think I could organize a videoconference with the Croatian missionary in Africa. I could also include our Biology and Geography teachers to help with climate issues and results.

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Puh...this is a hard one for me. First, I‘m quite a shy person when it comes to creating new contacts, I‘m not your born networker, but rather a loner. Obviously, as a teacher I have overcome this side of my character time and again but this requirement of PBL doesn‘t exactly have me shout ‚hurray!‘

For Art working together with artists, photographers and architects would come to mind. I have worked together with a professional photographer who I knew as a mum from my daughter‘s kindergarten and the Artwork we created together with my students was quite awesome. I feel reluctant, though, to ask her again, since the school has no funds to pay for her work so I would have to ask her to do it for free or I would also have to take care of the funding. This is also true for artists or actors since they usually depend on being paid for their work. I have tried working with a dad who is a photographer but he let me down on a project because he was unhappy about the school‘s approach concerning his kid‘s problem. And the same happened to my friend with a radio-dad. So in my experience real-world problems come pushing in hard when you try to find a real-world actor.

I am very enthusiastic about etwinning but had EXTREME problems with the hardware when trying to upload data. I‘m waiting for my school to introduce a BYOD-policy before going for a more complex project again.

Still, my brain is working hard to find some out-of-school audience for my Baroque still life-PBL I‘m creating for this course.

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Establishing the bonds with the local community sees to be the smallest problem at all our schools. We have a widely developed charity section and voluntary service whose members regularly visit Senior Houses, social centres, various institutions like hospices, etc. Our students use the knowledge of experts from outside in a lot of branches as we often organise interdisciplinary projects for example with the local universities or medical academies. Not only do we invite professionals with long experience but also try to keep in touch with our graduates who managed to enter good colleges or universities, were successful in any enterprises, won awards or simply managed to organise their lives with the help of all knowledge they inherited from our schools. This type of P2P education seems to be most effective and, believe it or not, the meetings os students with former students fulfils our assembly hall to the last seat. What is also worth mentioning, our school is a centre and home to may institutions like British Council, Goethe Institute, Erasmus+, IB and UCAS, Amnesty International and many many others which means that we organise public events for all who want to participate in them even if they do not belong to the school community.

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We live in a small town and we have many contacts with local professionals .For example we have contact with some volunteering associations or with local organisations (like chess playing group) and also with people with peculiar competences like a professionist who can interpret handwriting. There aren't any businesses working with the school but we collaborate with sports organisations. Our school's neighbours are the istitutional ones with whom we sometimes collaborate (university, Ducal Palace) and we also sometimes collaborate with school alumni. They come to school and do activities like concerts; since we are a musical school , some of them have continued to play an instrument and has become, in some way ,"famous" ; so they are an example for young learners.

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One of the missions of my school is to respond to the changing social reality, seeking to involve the community in the projects developed by the school. In addition to the parents, the school promotes regular contact with local organizations such as "Refood" and "Champagnat Foundation" with which we establish Social Responsibility projects. These projects are developed by teachers and involve the entire educational community, including parents and students.

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Do you think you have contacts or knowledge of networks of local professionals? No, I do not have direct contacts with networks of local professionals. In the current school organization there is a tutor for the workplace alternation that deals with external relations. Which organizations or people do they regularly engage in with the school? In my school there are some agreements with outside bodies. Are there companies working with the school as restaurateurs, IT companies, or sports organizations? There have been some sports organizations in the past. Who are your school neighbors? We are in a campus where other schools are present. Could they be approached? There is no reason for it. And school alumni? There is no organization in this regard. And who could you or your students ask for help to identify the right people? I can not answer this question.

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From my point of view there ar four levels of collaboration outside the classroom, besides the collaboration inside the school.
The first one should be local collaboration among the schools located in the same village or town.
The second could be the collaboration inside our comunitiy&state< the third inside the EU and the last one outside the EU or what I call international collaboration. Due to my role as Principal School & Member of the Intel Education Visionaries World Forum we have opportunities of collaborating with different schools all over the world. eTwining is an marvellous platform to find partners but I encourage you to look for others posibilities outside the EU.

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Apart from being in an Erasmus Project where our alumni meet with students from others countries to work in common topics, we have contacts with several institutions, and NGO that provides collaboration whenever we need it. As an example, last year we studied about refugees and we contacted two members of a NGO that had been working with refugees in Greece. They came to our school and showed our students the reality of this people. It was a really touching experience for most of them.

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As a Vocational school we often collaborate with professionals .
We have links with the local community , SS planned the event for the re-opening of the Old Theatre but actually we have never thought about it as a PBL activity!
It's a new motivating challange

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In my school, we have links to other communities and personalities. Sometimes they come to give a speech such as the police department or people related to the sanitary services. We are also connected to NGO Entreculturas to promote justice and rights around the world. We are doing some student exchange to different countries taking part as the Erasmus program. The catering service (that has its headquarters in our school) could also be a good partner to prepare some activity.

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Thinking about who in our community could my students get engaged with, I can point out: school alumni who are already working or at uni, police and town hall, teachers and students from the nearby school. However, this is something we have to develop more in our schools in Spain, I feel...

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Thinking about who in our community could my students get engaged with, I can point out: school alumni who are already working or at uni, police and town hall, teachers and students from the nearby school. However, this is something we have to develop more in our schools in Spain, I feel...

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Anne-Irielle, History teacher from Belgium

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Anne-Irielle, History teacher from Belgium

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I could collaborate with people from the educational service of the multiple History or Art museums, or with people responsible for one of the libraries we have here in Brussels.
I may have them present some topics, or lead the students for a guided tour in their museum/library, or have them validate a project made by students.
School alumni could also be approached by me or by my students.

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My students use to get the outside influence of alumni from the secondary school, from their parents who have different professions, from the local Police, always willing to teach them civic habits and prevent problems on the internet... There are a local theatre association and some sport clubs which I suppose could collaborate.  There are a senior citizen association who teach children traditional games and a bit of the village story.

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In one of my last schools we always invited parents to present their profession so that students can easily make decision about their future school and what they want to be their profession.
In this school, I asked my former students to share their experience about high school that they have chosen. Students like that and ask them everything they want to know. In this way they are less scared about going to the high school and their own future profession.

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Sometimes some professionals come to my school, some former students, to talk about their professional experience and share some knowledge. We now have to involve them in projects with our students.

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My school has always been engaged in finding partners outside the classroom: we have collaborations with banks, enterprises, universities, local artisans, etc. I personally joined an e-twinning project last month with one of my classroom. We really work hard!

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I teach in a primary school and my town is near the sea surrounded by beautiful holiday places. In the institute there is a group of teachers interested in developing technologies and engaging in cultural and professional exchanges.

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My school is located in a well connected city in Italy and it is part of a net of school so it's easy to have contacts.

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My school is located in the capital of Portugal, Lisbon and as such has a certain facility in establishing partnerships with universities, research centers, museums, centers of living science, pavilion of knowledge, oceanarium. On the other hand it is possible to establish a network of contacts with the families of our students.

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Local professionals often work and collaborate with our school. They talk to students about civic habits.

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My school is located in a small city in the north of Spain. For this reason, I think it would be easy to invite external collaborators to the school, such as a city politician, a person in charge of a commercial business ... depending on the activity that is intended to be carried out.

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My school is located in a small town near Guadalajara. Every year the public services of the town come to visit us and teach (or remember) our students some civic and useful habits. For example, the doctor teach our students about the healthy nutrition and the care of the teeth; the police refresh our students the civic rules, etc.
Also, every year my school celebrates the Universal Children´s Day with a marathon. The school set up the fund for Save the Children.

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We have collaborated before with the librarians from the County Library or representatives from the Anti-drug Centre that talked to students about the dangers and consequences of illegal substances consumption. Recenlty, we have collaborated with local mass media representatives to make students aware as media consumers.

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In the city in which I live has developed a project "Museum and School", abbreviated MIŠ (in Croatian it means a mouse). All students can come to museums free of charge at exhibitions and workshops.
Students from my school often go to store and factories to learn about certain occupations.

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Alda Santos Portugal

Collaboration with external entities is possible and desirable. Projects can be developed through partnerships with institutions such as universities, research centers, city councils, solidarity organizations, political institutions, cultural institutions, museums, theater groups (...).

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Our school has many partners locally and districtally. Local community is always open for our ideas like "Christmas warm for everybody", when students are going to old lonely people, partners from district are often making small projects or initiatives, like "The run of solidarity", "Day of police sponsors" and so on.
Our school has international partners too. Our students are often take a part in Erasmus+ projects.

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Spain
Our school is quite ionterested in providing students with real and useful information on different topics. Our pupils' parents are always open to come to school and give lectures about their jobs. We usually visit universities or colleges which offer professional formation(eg: sports, newspapers, universities around here.
With younger students we usually go to cooking workshops or to the local university to have their feet tested, etc
We are.always willing to give our students the most useful and close information.
We also visit local recycling companies, oil -cheese- paprika factories, firefighter and police stations.

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Institutionally some of our primary schools depend on our local council for the weekly extracurricular activities such as music, art or sports.
Apart from these  classes, there is also some collaboration with some local institutions, for example, the healthcare centre for awareness sessions on several subjects , guest lecturers from Porto university, choirs and local drama and dance groups for special events etc. However, this is not done on a regular basis.
On the other hand, parents are also quite cooperative whenever we ask for help and I have already invited to come over and speak about their jobs, be interviewed or take part in some events.
International projects are already being undertaken by some colleagues with their classes as it was my case last year with a project on gender equality.