"According to TIMMS and PISA data, many countries in the world today are experiencing difficulties in teaching mathematics. Our country, which is constantly searching for teaching mathematics, has been trying to create a mathematical policy in EU standards for years. At this point there are many successful countries in Europe. Since we can not produce sharp, innovative policies at the point of mathematics teaching, the decisions taken by the central organization can not go beyond reflexiveness. We want to be one of the world's ten largest economies, we want to produce the technology, but when we look at the PISA 2015 mathematics literacy data, we see that Turkey is 50. In addition, success in children's math test in Turkey is below the average of the OECD countries. In short, our students receive mathematical knowledge, but they do not know how to use that knowledge. Our children simply can not adapt mathematics to their everyday lives. Because they fear mathematics and find mathematics repulsive. So even a child with a high math capacity and skill is failing because of this attitude and indifference to mathematics. There are dozens of these disruptions in mathematics teaching and learning. While preparing the project, I read a related article about this topic close to 1500 pages. We can list many reasons for this failure, such as teacher and curriculum that insists on traditional teaching methods and can not update itself according to the modern age's mathematical perceptions and needs, lack of motivation of the student, negative home history of the student, effect of the negative parent profile on learning process, problem based learning. We are focused on finding schools that are in common with us in teaching social mathematics at the same time as these studies, but which are in this creative and innovative pursuit. In doing so, we looked at countries' PISA 2015 data. We searched the countries that were higher than us in order. Poland and Portugal are far ahead of our country in mathematical literacy. As success in mathematics is a requirement that covers Europe, we want to come together to meet this need as schools looking for local solutions in mathematics. In this sense, we think that it is very much worthwhile for our partners to join them. Their project experience and the offer of cooperation in the teaching of mathematics are quite motivating. When we receive grantt support, we will go a long way in teaching mathematics as 5 partner schools. Because we care about collective reasoning, consultation and cooperation. In our Slovak partner, the math motivation of the students is low and the reason for their failure depends on it. Romania is looking for more creative and innovative, didactic applications. Our students are partially motivated, the teacher is lost in the curriculum. Our students need colorful activities, math games, and different teamwork. Türkiye'de matematik başarısı yerel ve ulusal sınavlarda sürekli test ediliyor. That's why our students have a constant exam pressure. This is a barrier to learning a healthy mathematics. Our most important philosophy in this project is that ""Mathematics is not a nightmare, failure is not fate."" The aim of the project is to love children and to fill the teacher's professional infrastructure, competence and creativity. Then raise children's math motivation. To give them concrete examples rather than abstract concepts and expressions. They will understand that mathematics is part of life, embodying mathematics and making connections between mathematics and everyday life. Children are most serious while playing games. For this reason, it is a big shortcoming not to use the method of play in mathematics teaching. We want to have a training fire starting from our own school and creating a mathematical awareness. Our goal is to remove the obstacles between the child and the mathematics offered by the curriculum, making math children love it. It is to ensure that our teachers are updated with the skills of this century. Another goal is to improve our readership so that our students can have a healthy learning. It is to create a joint mathematics program with the project countries, to implement this program as a pilot during the project and to monitor the results at the class level. It is to spread the project together with partner countries and to continue in different schools even if the process is over."

ContextSchools nowadays play a significant role in the development of individuals in order to be integrated into the society, to access the labor market in continuous adaptation and develop as responsible citizens in the world of tomorrow. Regarding this, we have started this mutual European journey to associate with each other, to benefit from each other and to assist our students in attaining this objective in the process. For the purpose of preparing students for the future, we need to consider the fact that it is crucial to train them with a sequence of skills and abilities which go beyond their knowledge and are necessary in any field. The mentioned refer to: ICT skills, language skills, interpersonal skills, including their curiosity, critical thinking and risk-taking.Simultaneously, it is a well-known fact that not all students study the same things, in the same mode, at the same time. That is why we consider that emphasizing their learning styles will result in realizing and achieving these goals in the short-run and long-run. For that reason, we developed our project around the purpose of providing students with the essential multicultural environment where they can actually develop the previously-stated skills, which are founded on their individual styles of learning.Objectives:1.To identify the students’ learning styles and to adapt the teaching strategies in accordance with their needs2.To share diverse teaching methods based on students’ learning styles with other teachers from EU3.To develop the students’ language skills, communicational, interpersonal and ICT skills4.To develop the students’ creativity, critical thinking and problem solving abilities5.To promote and achieve a professional development of the participating teachers6.To produce and gather materials for setting up a summer camp programme for underachieving students7.To improve the students’ intercultural competences and support values such as non-discrimination, tolerance and acceptance of diversity8.To develop the students’ motivation, self-confidence and as a result increase their performance ActivitiesC1 – visual style of learning, including games for visual types of learners –teaching science (IT)C2 – aural style of learning, including games and activities for aural types of learners - teaching maths (MK)C3 – verbal style of learning and teaching English (RO)C4 – physical style of learning and teaching geography (PT)C5 – social style of learning and teaching history (TR) In all of the above exchanges, the host countries will be assigned to prepare games, design specific formal and non-formal activities to be applied on the participating students. The activities will be planned according to the learning style already assigned for each of the exchange partner countries. We will include all the activities in a support material and distribute them to the partner countries, so that they can continue using them in their own schools as well.Participants Our intention is primarily to involve students. The target group of students will be aged 11-14, male and female students, some of which with challenging backgrounds such as: migration, social challenges, poor economic condition and minority.In each exchange the students will be accompanied by their teachers and they will contribute for the better implementation and application of the exchange. The teachers will assist the students in their tasks, coordinate the activities they do and accommodate their needs, in order to ensure a state of comfort for them. Results Our intention is to create numerous results during the process such as: a collaborative questionnaire form related to the learning styles that will be conducted online at the very start of the project, the obtained results after the application, with a direct impact to at least 100 students and 40 teachers (for improved motivation and better school results), results for at least 300 students and 40 teachers to be indirectly impacted, a selection of resources and activities for various learning styles, students’ presentations, teachers’ presentations, materials of applied workshops, 1 summer camp programme collaboratively developed, evaluation instruments, 5 transnational reports of evaluation, a set of 5 dissemination documents, EU level dissemination tools, a set of 5 management documents and 1 set of general management as well as monitoring and evaluation documents.

<< Objectives >>Our primary goal is to promote the use of ICT tools in our school;however, we plan to integrate ICT tools with innovative learning methods in order to give our teachers and students the motivation they lack.We aim-to make the participants effective and equipped on ICT tools,especially in the innovative applications used in the project-to make teaching-learning processes effective and innovative-To provide attractive integration learning experience- to emphasize democratic participation<< Implementation >>-Virtual photo contest for World Animal Day-Writing a short story-Using Office programs and Canva when issuing an ID card for countries-Seminar on the use of ICT tools-Preparind a Rainbow Village Gold Book-Virtual concert event prepared using ICT tools-Introduction of different ICT tools related with health care-Teaching lessons using the VOKİ application-Making a model of town by using Tinkercad app-Writing a national anthem-Designing a virtual flag-Creating a logo for the project<< Results >>*Development of creativity of students and teachers* Making the use of ICT fun in an interactive environment*Students who are motivated to study* Institutions with increasing academic success* Competence and broad knowledge in certain ICT applications*Creating permanent learning outcomes with the prepared teaching materials*Institution staff and students with increased digital competencies* Easier planning and preparation of lessons and design materials

The project had as a partnership five schools of PT, IT, RO, GR, TR, Portugal was the coordinating country and the age group of students focused on the 12-17years.The starting point for the project were the problems of social exclusion experienced in partner countries and gaps in students' behavoiral and social skills. Evaluating the problems in each school we conclude the need to address gaps in social inclusion, basic skills, parental support skills and socioeconomic needs. In order to reach the inclusion objectives, new cooperative and inclusive teaching strategies and methods were studied and implemented in schools, during classes and during free time.The strategies and methods covered have brought many ideas to put into practice and have proved a real alternative in solving problems in schools. At the same time, the observation of good practices during the mobilities also allowed them to be transferred to the realities of the other partner schools.Each school studied and applied one of the new methods, evaluated and disseminated practices and results. In each mobility it was possible to present and discuss methods and transfer practices from one school to another. Thus, at the end of the project five methods of cooperative and inclusive teaching that could be applied in schools were studied, applied and discussed.GOALS- to promote the inclusion of pupils, those lacking basic skills, risk of abandonment, with special needs, helping to promote their integration into regular education and society.- implement new strategies to overcome social exclusion, lack of basic skills and school dropout- to develop new methods in the field of social and emotional development of students, especially students with special educational needs.- give teachers different methods of education and share good practices.These objectives were largely achieved, with great success in the changes of behaviors and acquisition of competences on the part of the students and introduction of new strategies in the teaching practices.NUMBER AND PROFILE OF PARTICIPANTSStudents / young people: More students than expected participated actively in the project. Countries such as Portugal, România and Italy had a great participation, so we can say that about 240 students participated in the project and about 1,200 influenced by the actions of the project. indirect.Teachers / Adults: From the planned teams of 5 teachers participated actively in higher numbers in countries such as Portugal, Italy and Romania. 40 teachers participated actively in the teams. About 150 teachers / adults will have been indirectly touched by the project.Administrative staff: At least the principal and other administrative of each school participated in the project, approximately 36 administrative staff were involved in the project.Families: Also in families the number involved in the project was higher than expected. Countries such as Portugal and Romania had a large participation of the families, 350 members of the families participated, contributing to the knowledge of the culture and traditions of their countries. It should be noted that the Portuguese school was the first time it was sent and received students, with great success and participation of families.Local community: The participation of the local community in each country was also relevant. From the local press that helped disseminate project actions (newspapers and in some countries local television), the municipalities that received the delegations and cede local and logistics, representatives from the Ministries of Education and local Associations that participated in project actions and helped in the dissemination of it.RESULTS AND IMPACT: Through our project, the five partners have created tangible and intangible results in the short and long term and have achieved the greatest possible impact for future educational and political projects and processes, such as getting students to overcome their lack of self-esteem , to gain personal and social skills, to work on their capacities for tolerance and to gain more competences on European citizenship. Students with special educational needs were largely involved in the project, overcoming barriers, gaining more standardized skills and teaching others to overcome fears. Schools were endowed with new strategies, methods and good practices and were able to extend their internationalization. Facebook group, website, articles, brochures, manuals, newsletters provided continuous access to general information on project activities, progress and results. In this way it is possible to multiply our success and cultivate effective partnerships among teachers, educators and community organizations.

<< Objectives >>Clean Energy Green Future focuses on energy and climate change. Globally, the use of energy represents by far the largest source of greenhouse gas emissions from human activities. About two-thirds of global greenhouse gas emissions are linked to burning fossil fuels for energy to be used for heating, electricity, transport,industry. This project will provide query our energy consumption habits and where does our electricity come from and to create new tools for teachers to teach renewable energy<< Implementation >>We plan to realize 3 LTTs and 1 virtual training with participants from PL, PT,ES,TR. After all trainings there will be dissemination& evaluation acitivies to sustain our project.1st LTT will be on Solar and Wind Energy(ES)2nd LTT will be on Biomass Energy(PL)3rd LTT will be on Wave & Hydro Power(PT)There will be 1 virtual meeting coordinated by Turkey on Geothermal Energy.We also plan to realize*Trips to Energy Complexes/farms*Visits to Geoparks*Awareness campanies on clean energy<< Results >>At the end,we plan to create *Sets of Lesson Plans for integration of our project to partner organizations*Green Jobs Booklet*Project e-Guide*Website/FB page*Visuals with project logo(Poster, brochures)*Videos/presentations/news /articles about renewable energy*Awareness Campany about conscious energy consumption*Dissemination activities after each LTT(seminars, workshops)*Monitoring meetings each 3 monthsWe expect to raise awareness on clean energy to create a green future for mankind