Our project was designed for the target group of students of vocational schools in Poland,Portugal,Italy,Spain, turkey and Croatia connected with food and health professions.
The aim was to increase awareness and knowledge of well balanced dieting and its infulence on health and well-being. By solving webquest on diets, creating digital posters on minerals, vitamins, sources of fats, carbohydrates antioxidants and proteins students were to gain awareness how important are choices on ingredients, dishes and well-balanced diets and role they play in healthy life.
Among material results we wanted to achieve were e-book with healthy dishes of our countries recipes, tutorials how to make traditional Christmas of Festive dishes, digital posters and presentations and films on food as a prevention and cure. We went through 10 months project in which participated 11 engaged teachers and almost 108 students. Due to our collaboration we started to build a project which were to offer as a result of investigation a dietary guide which can be used by any person who wants to be on a healthy diet.
The aim of the project was to reach students of vocational schools in the fields of cooking and health to increase their knowledge and awareness on the role of food and well-balanced diet in our healthy lifestyle.We wanted to make students creative in composing their daily menus and discovering cuisines of our partners, sharing findings on diets and learning to discover reliable sources of information online on nutrition.
For one year of projects students presented themselves and their schools, greeted each other learning basic expressions in partners’ languages, created and voted for best logo for the project, solving dietary and self-evaluating surveys, presenting tutorials on how to make traditional festive dishes and recipes to be stored in a common e-book, finding information on 9 diets on created webquest, creating menus for this diets, carrying out interviews on food related diseases, creating base of digital posters on nutrition, creating quizzes to test knowledge on nutrition, sharing online knowledge debates and sharing material results of the project on twin space, school webpages and webquest and e-book for anyone online interested to find it.
Various methods were used starting with independent research by students, or individual creative work, small group work in carrying out interviews, team based work in knowledge debates through skype, blended learning , problem based learning (deciding on healthiest diets), flipped classroom, knowledge online debate, face-to-face classroom through Skype, online discussion, creating interactive learning environment using online app like sli.do, mentimeter for instant polls, brainstorming and choosing the most interesting questions to answer, lectures during interviews, learner-and learning centered method .Crossover learning through preparing local festive of christmas dishes and gathering knowledge about them at homes and from traditional events.Technology supported incidental learning (sli.do trivia on countries) Learning by doing (cooking dishes, solving knowledge quizess and croswords) Stealth assessment of learning process (kahoot quizzes, surveys. self -evaluation).
Integrating the project into existing curriculum was possible as our schools are vocational.
The topic of the project was highly compatible with nutrition classes and other subjects like food technology or vocational english classes. Tasks on creating comics on fat, carbohydrates sources or knowledge on diets, creating e-books or presentation of recipes and presenting national dishes were expanded beyond school walls topics which had their place in school curriculum of those vocational subjects.
It was easy to ask vocational subject teachers to direct students inquiry to online sources. Teachers themselves could play experts while students were carrying on interviews on food related diseases.Vocational subject teachers were involved from the very beginning being sources of knowledge or supplying students with ideas where to obtain reliable information .Students also aquired practical skills cooking national or christmas dishes to create tutorials for their peers.
We tried to develop in students numerous competences.
Through the nature of project based learning we were developing responsible decision making about information selection, survey question choices, teamwork helped work on relationship management, self management and use of social media helped to develop social awareness. By using webquest we were trying to develop critical and inventive thinking and make students concerned citizens about health awareness and literacy.
We wanted students to become confident and self directed learners able to find information, analyse it and become active contributors of sharing , collaborating and creating comics, posters, presentations, debates and e-books on Healthy diets and nutrition. We wanted to help them be enthusiastic learners supported by technology, ICT literate effectively communicating through media, online and face to face.We tried to develop evaluating and self-evaluating, giving one another feedback and surveys.
All tasks were created to encourage critical thinking, creativity, productivity and problem-solving. We encouraged knowledge sharing in diverse cultural and vocational realm.
Students did most of project tasks in extra time after school. They worked individually and in teams. They managed their team work. They agreed on work division. They created quizzes after studying other peers results, they get some knowledge and skills at school but most of it they had to search online, ask teachers , find themselves and evaluate value of it, they need to study blended learning way to work practically together. They posted in facebook group, communicated face to face through messenger or skype. Chosen students were administrators on twin space to have influence on materials published there. Webquest on diets made them critically investigate health benefits and dangers of diets increasing their awareness of many aspects which need to be taken account while choosing one.By knowledge debate they had to critically discover which nutrition information is most valuable or worth sharing in terms of health literacy.
We shared google document to create a calendar with school breaks and task division throughout the project. We gathered there our e-mails, skype names, and schools addresses .We created outline of task to be discussed between us.
In order to have fast and easy access to information and materials we created 2 closed facebook groups for teachers and students. We used facebook messenger for chats and we had Skype meetings to prepare videoconferences through skype. We created twin space for the project to store results of our work. We used polls like doodle to organise videoconferences timing and we used monkey survey, survia to survey students on dieting habits, to carry out voting to logo competition, and teacher and students evaluation of the project.We also contacted through e-mails, e-cards and facebook groups posts.
To share work facebook groups and padlets and twin space were used. We divided tasks to be completed according to monthly deadlines.
For each tasks completed a separate page was created on twin space. First communication activity for students were to present themselves and knowledge on diets on one padlet where students were to post a song in their language or english with specific food vocabulary. Next they were asked to create project logos and vote on favourite ones through online survey. As a result of their voting the final winner logo was chosen. Students answered online food habit survey and they started answering questions on facebook group. They sent posts or likes on any work which was presented there. Students competed in creating knowledge quizzes and crosswords and they had final knowledge contest through Skype videoconferences. They were asking one another questions of interest, solving polls on sli.do app, they were answering trivias about countries and culture on mentimeter. app and finally they were competing on kahoot to compare their knowledge.
Collaboration among teachers started long before project started. We analysed our needs and come up with aims for our project which were increasing knowledge and awareness of value of food in our health and well-being. We agreed on results we wanted to achieve and planned phases of the project and tasks for them. We created calendar and agreed on means of communication. We planned evaluating surveys on eating habits on who we are and expectation for the project we enter with. So decided on ways of reporting on our results through schools websites, facebook groups, twin space and e-book and separate moodle site. We also planned end evaluation for teachers and students and videoconferences to check knowledge increase. We measured it through quizzes results. We also agreed on tasks after project ending which are sharing our quizzes, organising knowledge debates for all school students and organising meetings to share knowledge about food with parents and other local school teachers and students.
We collaborated in planning, distributing tasks among ourselves, bringing in new ideas, evaluating what works and what doesn’t, we helped to create results and publish them. We evaluated survey results and we discussed them. We organised knowledge debates and tested connections and planned activities for our online meetings. We published results on our school webpages and created interactive quizzes to be shared the target groups and e-book and” how to do it “ tutorials. We created a webquest with knowledge on diets.
Students met mostly on facebook group page and during online Skype videoconferences.They used posting and surveys to collect their answers on important topics. Students created and voted on project logo, they introduced themselves bringing songs in their languages on food to one padlet, they practised speaking partners languages recording themselves greeting project partners in our many languages. They shared recipes and tutorials how to prepare their dishes they created knowledge quizzes which were used during online videoconferences….they shared their knowledge on our different cultures they posted questions to themselves and gathered responses. They initiated discussing different subject on facebook group.They sent one another online e-cards and recorded interviews on different diseases.
Technology made it possible for us to communicate, create calendar of meetings and tasks.
We met one another on eTwinning.net site looking for partners in designed section. We started with google docs to share details about our school schedules, contact e-mails, skype names. We communicated on closed facebook groups for teachers and students, through e-mails and skype. Facebook messenger was also very popular. We used twin space to store our work results. We used polling tools like: surveymonkey, survia, doodle, we created logo of the project with onlinelogomaker, freelogoservices, makelogoonlinefree, students used power point presentations, students created digital posters and iconographics with genial.ly, canva, edu.glogster, postermywall, students created quizzes and crosswords with kahoot, quizizz, mentimeter, sli.do ,quiz-maker, proprofs, we used padlet to embed in twin space. In order to create webquest we used zunal site. To create digital comics we went to storyboard that, pixton,makebelifs comics websites.
Schools organised videoconferences through Skype using sli.do, mentimeter and kahoot for knowledge debates. To create result with recipe e-books webpage like anyflip.com was used. We used YouTube to publish our greetings, language practising and tutorials how to prepare our traditional dishes and record interviews with nutrition experts.
What impact do you think this project has had upon your pupils and your work as a teacher?
The project work itself brings a lot of independent learning on the part of students. So many teachers learned delegating work to students, time management and group management and giving responsibility for learning results directly to students themselves. Most teachers found themselves in a new role of learning process navigators rather than knowledge givers.
The topic of the project was closely related with vocational subjects in our schools so it brought opportunity to learn hands on experience in cooking labs, interviewing experts on subject of nutrition and sharing results and knowledge with partners. We could test all modern technically enhanced ways of communicating through Skype and real time evaluating applications. We both teachers and students learned to use conferencing tools to collect our responses .We were learning to find, create and share knowledge using technology and responsibility for learning process being given to students.We learned how easy nowadays is to get support in solving questions on nutrition browsing valuable sites and sharing resources.
How did your school benefit from participating in this project?
Teachers in our school are more integrated as a group having experience of contributing their expert knowledge for common project. They helped and supported each other. The title and tasks of the project fitted perfectly with our school visionary policy and voivodeship policy which is spreading health awareness and healthy lifestyles. Our school purpose is to make that knowledge a focus in teachers, students and local community lives. Our school just willingly took on sharing time and space for project tasks merging into curriculum and school life. We found reliable partners interested to pursue the same aims...spreading awareness of healthy lifestyle in our communities and countries.There are more ideas for further cooperation among our schools beyond this project duration. We think of running online lessons on nutrition topics in future and bringing results of our year work to students who were not in project groups. This project continues and complements other Erasmus + project running in our school.
What do you regard as the most successful result of this project?
The most important result was increase of awareness and knowledge among students about value of nutritious food and diets and how they influence our health and well-being. Among non-matrial results we also managed to share our different cultural ways of food preparation and dishes making. We managed to connect through videoconferences to taste trivias on our cultures and share knowledge on nutrition we learned during project tasks.Another important nonmaterial result was cooperation among teachers and support achieved from teachers of vocational subjects.And one more is reaching target groups which were students of our schools. other teachers and students parents and as designed fro after time local communities.
Among materials results we have e-book with traditional and festive dishes of our countries, we have many self-evaluating surveys on eating habits on who we are, on our project satisfaction both teachers and students. Students created webquest on diets on zunal webpage, students created presentations and digital posters on different diets including health benefits and hazards. Students collected links to reliable resources online on specific diets. Students recorded interviews with nutrition teachers on food related diseases as anorexia, bulimia, obesity and desired water intake. Students worked on documents and posters on minerals, vitamins, antioxidants,sources of proteins, carbohydrates, fats in food. Students created many interactive quizzes on nutrition to be tested during videoconferences during knowledge debates. Students were making video tutorials on dishes preparation and activly communicated on closed facebook group bringing greetings and learning basic expressions in our languages.
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