According to Gardner's theory of multiple intelligences, if the person is not active during learning, the information will be lost. Based on this statement, we aim to plan activities that will reveal and reinforce the types of intelligence that our students have and to create permanent learning. We are inspired by the principle that every child is special. We organize educational environment to contribute to the multifaceted development of all our students. We started a project for e-twinning on multiple intelligence. We have done some research for this project. We applied multiple intelligence theory tests to the students in our school In our school, we are conducting studies and pre-tests to explore the interests of the students. According to the results of these studies and tests, we make the necessary guidance in accordance with the consent and wish of the student. For example, for students with high rhythmic intelligence, we create opportunities to develop these areas of intelligence with the music class and rhythm workshops that we have created in our school. Our mathematics and science courses for individuals with high numerical intelligence; authoring courses for verbal intelligence-dominated individuals, and our composition and poetry contests that are held throughout the year in our school; painting workshops and design workshops for our visual intelligence students. For individuals with kinesthetic intelligence, with our courses for basketball, football, volleyball, judo, folk dances, etc., we enable individuals to perform activities.With the many oppurtunities of our school we enable our students self-actualization. Science and technology laboratory, stem class, music class, chess course, sports hall, various sports fields and with our many other opportunities we serve for this. The activities to be planned and the presentations that will be prepared over the various types of intelligence for our students and teachers will be a means to reach different types of intelligence. Project activities will provide project participants with an opportunity to learn through different types of intelligence rather than a single type of intelligence. Each country visit is planned to address different types of intelligence. Throughout the project, work on these areas will be carried out during visits that are going to be held to the following countries; at Turkey naturalist and kinesthetic intelligence, at İtaly mathematical and spatial intelligence, atSpain İntrapersonal and interpersonal intelligence, at Romania rhythmic intelligence and Bulgaria linguistic intelligence. Planned project activities will be implemented at the same dates in all project partner schools. For each activity there will be a responsible partner country. Each activity will be visualized and shared on e-twinning, padlet and facebook websites. At the final stage of the project, a booklet covering all activities will be prepared. Within the scope of the project, which will last twenty four months, all activities and sharings, presentations and the booklet will be in English. This will improve the language skills of our students and teachers and provide cultural integration for our refugee, immigrant and disadvantaged students in our schools. Awareness about various issues will be gained through mutual activities to be implemented in country meetings and project activities. Visits to partner countries will enable participants to learn about different cultures. On special dates such as October 5’th World Teachers Day, Recycling Week, Origami Day, World Science Day, World Environment Day, Disability Week, Mother's Day, Refugees Day, World Art Day, World Wildlife Day, World Wildlife Day, World Religious Day, World Religious Belief Day, Auguste Rodin Day some special activities are planned out. With these activities, we aim to improve the different intelligence areas of the students. With these studies, we want to contribute to the adaptation of our students and to their attendance who have different ethnic origins in our school, the students who need special education and our refugee students. In this way, we aim to make disadvantaged students feel special and to show that it is possible to build a happy future without the differentiation between religion, language and race among different cultures. We believe that this project will enable dialogue between different societies and contribute to the language development and cultural integration of the countries involved in the project. We also believe that our project will contribute to a happier and more tolerant European society.

<< Objectives >>We will ensure that the project activities will contribute to this goal – to train teens in media literacy, build communication and interpersonal skills, permit the exchange of ideas among different cultures. Students work together to analyse and create media products, thus developing their team work abilities, intercultural cooperation and creativity.<< Implementation >>During the exchanges they participate workshops, attend lectures, visit media companies, work in groups to analyse articles, news reports, create their own news and articles, create posters, exhibitions, do debates on hot topics related to media – social media, fake news, biased reports, reflections of minority groups in the media etc.<< Results >>Cooperation among students and among teachers, increased self-confidence, ability to work in multicultural settings, ability to express and defend ideas, improved awareness of similarities and differences among countries.- all the schools will cover a need identified in the beginning and turn it into an opportunity for future development of local projects - students become more actively engaged in the life of the community and will write articles about local issues.

"The project title – „Maths around us” (MAU). Maths – “the Queen of science” was the most important subject of activities and cooperation between five schools. The project lasted three years. In each school there was a group of 50 students between 13-15 who worked at the project. They were supported by the majority of school and local society.The main aim of„Maths around us” project was to develop a wide range of maths, social, language and ICT skills through involving students in creative activities, noticing maths and its aspects in the surrounding world. All activities and communication was conducted in English. Our students understood that using foreign language fluently opens them the door to the world. Cooperation of teachers gave them the unique possibility of exchanging opinions, experience and work method observation. Our aim was also encouraging local society to help and to apply for Erasmus+ grands by other school from the region.Five schools from: Poland,Turkey, Italy, Spain and Bulgary were involved in the project.Gimnazjum Publiczne im. Mikołaja Kopernika in Ziębice in the last project year was transformed into Szkoła Podstawowa nr 2 in Ziębice im. Henryka Sienkiewicza – school coordinator (300 students, 40 teachers). School has cooperated with schools from Ebreisdorf in Austria and Brighton in Colorado State, USA and with AIESEC organisation from Wrocław for many years. School uses Formative Assessment during lessons. First time in Erasmus+ programme. School from Turkey: Ataturk Ortaokulu from Izmit – Kocaeli near Istambul (1100 students, 68 teachers). School got the state support from Educational Ministry of Turkish Republic and its priority is to increase educational quality by taking part in international Comenius earlier and now Erasmus projects. School from Italy: Instituto Comprensivo „San Giovanni Bosco- F. De Carolis” from San Marco in Lamis (900 students, 80 tachers). Since 2007 school has taken part in PON (National Operational Programmes) financed by European funds. The aim of this programme is supporting and developing the basic skills in students and teachers. School has experience in Erasmus+ projects. School from Spain: Centro Educativo z Vva De La Canada (1000 students, 90 teachers) for the first time in Erasmus+ project. School is working at many science miniprojects, concentrated on teaching by means of games. School from Bulgria: OU „Vasil Levski” from Lovech (650 students and 45 teachers). Students have achieved successes in sports and maths. School cooperated with Ecomission 21 – Bulgarian NGO and with EDC volunteers for two years. Students and teachers were involved into etwinning projects. Erasmus+ was their first project.Project was divided into five stages: : ""Maths in kitchen"", ""Maths in vehicles"", ""Maths in buildings"", ""Maths in nature"" and ""Maths in games"". Each school was responsible for one project stage creating the activities plan, organising work, taking care of the schedule and working at the final evaluation. During each stage students were involved in different maths matters and working results were presented online by means of different ICT tools. All activities were prepared in English. Each participant had the access to all materials on the Internet. Students worked in groups or pairs very rarely individual. One of the repeated activity was online communication when students found out information from each other and solved maths tasks. Students were also involved in local events promoting their project like celebrations, kermises, competitions when they presented their work to local society.Working at the project „refreshed” schools. Students achieved knowledge which is not included in school curriculums. Solving maths tasks from different life fields they saw that maths is everywhere. Maths tasks were designed in order to enrich students' knowledge about history, geography, tradition or even cusine charecteristic for the project countries. They broke the language barriers and developed social skills. During the project we created five etwinning projects, project blog, collages, photo exhibitions, competitions, songs, many movies, presentations, interviews, project logo, documents: “Bank of good lessons”, “Online lessons”, film handbook “How to use Formative assessments during maths lessons”, calendar, comics, leaflets, bookmarks, photobooks. Students, teachers and local society are convinced that due to taking part in the project they gained unique life value all the more for three out of five countries Erasmus+ project was conducted for the first time."

"As planned in the application form all the activities done during the two years project have been focused on students showing lack of control, lack of self-confidence, lack of values that often discourage the weakest that after frequent unsuccesses at school, leave it.A loss of access to socialization and other events and services taking into account that the targeted ratio is 10% in European training strategy in 2020; by aiming to reduce early school dropout, to increase the academic education period of the students, to increase the innovation and quality in the field of education, we’ve purposed to encourage all students to active at European citizenship and socialization, to prevent early school dropouts by providing students with the skills and abilities to integrate. The project focuses on the interests and abilities of students and ensured that students would be adhered to the school and continue their education and training life. The project offered a unique opportunity for participants to gain a deep understanding and knowledge of the cultural and linguistic diversity of the European community with the fact that the students come from a wide range of social and geographical backgrounds. During the implementation of the project, we fostered equity and inclusion in education, training, enabled learning quality for all as well to prevent drop-out and to promote the participation of disadvantaged groups in society, which is a really important and urgent issue nowadays. The responsibility of a school community was not to leave such pupils aside, but persuaded them to participate in school's life, integrated them into different activities, motivated them to learn foreign languages, travelled and discovered the other way of life. So we facilitated the transition of learners through different types of formal/non-formal education, modernization and reinforced education and training to respond to the main challenges of today's world. The project objectives were implemented in our project by organizing sustainable project activities, sharing the experience and promoting new ways of teaching and learning in non-traditional learning environments. So, during project activities, using a wide variety of multimedia tools for both communication, as well as designing a website to support the project results, created a meaningful context for developing communication skills with people in foreign countries. It inspired other students to have a strong synergy with partner schools and to improve their future careers. It was aimed to reduce the rates of early school leaving with the project.The project has the following objectives:To develop Students' awareness of their own interests and skillsTo be adapted to school and social life at the local, national and EU level.To offer a unique opportunity for students to have an in-depth understanding of the cultural and linguistic diversity characteristics of European society.Enable teachers from Europe to exchange practices and work together for creating common teaching materials;To Increase learning motivation among studentsTo make students use English more effectivelyLTT activities :C1The improvement of problematic behaviours of risky students and the acquisition of the necessary skills to overcome early school dropout.C2 Includes education on the duties and responsibilities of the ""Student Monitoring Team"". The students who are risky gain the evaluation skill within the scope of the project by making the initial analysis and detection.C3 Career counselling and to draw the talent maps of students with early school-leaving risk.C4 This is a training portal preparation work for these students after the 8 items of the skill maps of risky students are collected. C5:For the regular project activities and for the development of quality education and appropriate internationalization policy, the program contains events about the ""Solution techniques and processes to prevent early school abandonment"". C6 Could not be done due to the pandemic.C7 Was held as virtual meetings. Good practices throughout the projects are activities to do, to ensure that students with the risk of early school leaving are positively influenced by the school during the summer vacation.Tangible results of the Project are:-flyers and leaflets;-a Facebook and Whatsapp project group;-the logo of the project.-the website of the project;-Student Skill Map-Multifunctional Educational Portal-E-Magazine-A book ""Strategies Preventing Early School Leaving (SPESL)During dissemination activities in schools, the results and the activities of the project were presented through images and videos. In addition, project exhibitions were organized with photos from each country, brochures, posters. Teachers and students made the presentations related to project meetings for the schools and also for the local communities, articles were written and published in the school papers and local newspapers."

"In the questionnaires conducted by our school consultants, 80% of our students found the Mathematics lessons boring, 75% said they did not know what they would do with what they learn in life and that they found it unnecessary and 60% said they were afraid of the lessons. Following these results, in the interest surveys applied to our students by our school consultants, 85% of our students expressed that they did not like this course, they found it frightening and abstract. We have shown that this is usually learned from the elders, the parents, and has a negative impact on the students' academic achievement.In our school, we know that mathematics is full of abstract concepts. By making the students take parts actively in classes, by using concrete materials, by using outdoor activities mostly, by using games and activities which students may correlate Maths with daily life, we wanted to put into practice a process of education that students overcome their fear or negative attitude towards Maths. In order to determine our insufficiencies, to resolve the mistakes made by different views, recognize European union values and to develop positive course of actions towards these values and above all, in order to share experience, we wanted to carry out this project with foreign partners.We included two partners in the project: one from Poland (Niepubliczne Gimnazjum ""Keglik"") and the other from Romania (Scoala Gimnaziale ""Ion Creanga""). Another thing that we paid attention in the partnership was that the curriculum of our partner schools included the selected topics in the project. ""Keglik"" developed teaching materials in mathematics education and had a lot of experience in Erasmus + projects. One of our project goals was to make it easier for teachers to develop educational material in the field of mathematics education. Both schools are dynamic and innovative schools that have successful students nationwide in the field of Mathematics.Throughout the project, two teacher and three student mobilities were carried out.At the end of our project;Our teachers developed an alternative to traditional classroom teaching methods, which will attract the attention of students.Our parents are aware of the prejudices and using frightening language about mathematics lessons that negatively affects their students.Negative attitudes of our students towards the Mathematics lesson and the fear towards the Mathematics lesson decreased.Our teachers collaborated with the teachers of different countries to design games and drama so improved their linguistic skills.A positive change has been observed in the success criteria of our school administrators.Teachers from different branches of our school came together to develop new teaching methods by cooperation.Multiple intelligence theory methods were applied to create a school environment in which our students could be directed to mathematics lessons in according to their abilities.Our students have been given the opportunity to improve their math skills by sharing information with their peers in our school and partner schools.Our students are more successful in Maths examinations.Our teachers had the opportunity to communicate and collaborate with colleagues in Europe.The linguistic skills of our students have improved.The the negative attitudes of our students towards the mathematics lesson decreased.Our students have increased self-confidence.Our students' use of information and communication technologies has increased.We have increased the confidence that our parents have about our school.In the following years;We will add our learning by games activities to our schools' plans.Activities such as cartoon exhibition, Pi day festivities, cake making using recipes containing fractional numbers, learning through drama will be held every year and included in the annual plans of our teachers.Math games Olympics and Pi day celebrations will be become traditional in our school.Students will be encouraged to continue publishing our math magazine.Drama texts and costumes prepared during project will be available for further use.The prime number tree will continue to be used as teaching material by our new students since it will be permanent in our school.The mathematics and intelligence games workshop created in the project process will be available for further use."