(tr) Reşat Turhan Ortaokulu
EVALUATION SUMMARY Back to OUR Future ErasmusPlus 2014-2016
Name of School: REŞAT TURHAN ORTAOKULU
Country: TURKEY
Each of the following boxes requires a summary statement linked to the results of your evaluation. Each statement should be approximately 150 words (about 10 sentences). Please use the self evaluation words in booklet 4 (from the Romanian meeting). |
1. Teacher Evaluation Sheet Almost all teachers are aware of the good value of the project. Most of them want to take part in it. They have more courage to attend the project events. Many of the teachers want to improve their foreign languages. They think it’s really important to communicate. Some of the teachers have started language courses after school. New skills have been learned by teachers, especially traditional hand crafts, traditional folk dances and trading. Some of the teachers are more open to share their skills and spend their free time at the project meetings and create or participate in workshops. The teachers discuss about the project not only in the teacher’s room but also at their free time, sometimes even weekends and evenings, via Whatsapp Project group. The discussions are mostly focused on producing better quality work. Through this project an awareness raised among teachers. They started to think that it is important also for learning about different cultures and new techniques of teaching. |
2. Pupils (and Teacher Sheet) Some of the children can make bread and cheese, milk a cow, plant vegetables and pick olives. Many of the children can perform Ebru art, create bookmarks and postcards from those papers. Almost all of the children value recycling more than before. There are recycling teams of children. After their work of recycling papers, they earned a certificate and saved 26 trees. Many of the children can make something (handcrafts, cakes etc) to sell at the bazaar and calculate it’s value. They have gained confidence in trading and evaluating other children’s and their own work. Many of the children use special bottles for water to avoid wasting plastic bottles. When they use plastic bottles, they collect the bottle tops. Most of the children are more enthusiastic about learning foreign languages after making foreign friends from this project. Their motivation to do this is much higher than it was before the project. |
3. School Improvement Action Plan Some of the parents teach the children how to weave rugs so we have a rug woven in our project’s name “Back to our Future”. They have also performed Ebru art and some other traditional arts and handcrafts together. Many of the parents were interested in school bazaar, they supported the children and school in many ways. They were also very helpful at the bazaar day too. Calculating prices for self made things made children value their own work. Donating some of the profit for LÖSEV (Children with Leukemia) was their own decision. Children learning in groups, sharing skills and helping each other is highly appreciated. They learn how to make researches about making things from DIY (Do It Yourself) websites on the internet. Now they have the courage to learn and to create by themselves which makes them more confident. They sometimes check the project website to keep in touch and made comments. Some of the comments are translated or corrected by the teachers as their English level is not enough.
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Evaluation Summary / Pen Disc LA / Project Working
BACK TO OUR FUTURE SCHOOL IMPROVEMENT ACTION PLAN SCHOOL: Reşat Turhan Ortaokulu TURKEY
This sheet should be used to encourage reflection and discussion on the project work. It is designed to look at how your school will improve through the two years of the project work. It should enable you to engage the school community in active discussions around the main theme, ie, connecting the past with the future.
KEY AREAS |
KEY STRENGTHS |
AREAS FOR DEVELOPMENT / NEXT STEPS |
Is developing European Citizenship, including this particular Project, a part of your school improvement plan? (The EU would like to encourage this.) |
List how you implement the project across the school community: Being a European citizen makes the value of ecology and production in the developing world easy to understand because we are all in the same ship. Many teachers, students and theirparents have an active role in the project. |
Extending the European experience by joining in with the workshop activities (Berlin, Austria, Romania and Madrid) Encourage more teachers, students and parents have an active role in the project.
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How do you aim to connect the learning about the past to the way that our communities should live in the future? |
Our grandparents used to grow their own fruit and vegetables, make their own cheese, yoghurt, butter and so on but now we buy all of these at the supermarket. We produce very little but consume a lot. |
Learning that it is not so difficult to make these things will encourage our society to start producing their own food again. |
How will you use the project to encourage awareness of how to develop healthy active lifestyles?
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Having a healthy life requires eating healthy food and exercising regularly. We already have a good diet in our country. But we are also worried that things are changing and fast food is getting more popular day by day. |
We raise the awareness of the students that eating what they produce is safer and healthier than buying them at the supermarket. We encourage our students love the taste of healthy food. We will try to change the habits of our teachers and students have seen every step of the production Through this project we teach them how to make their own food at home. This will help them to have a healthy life. |
How will the project develop exciting ‘bigger learning experiences’ and enterprise? |
We already have good lessons, but now we make the experiences more practical. |
Making bread, cheese or yoghurt for the first time and also traditional handcrafts are very exciting for the teachers and students. This project gives us this chance. |
How do you plan to use the project to engage pupils in learning a foreign language? |
We already have English lessons. Good lessons but not good talking skills. |
The students know that some of them will go abroad and visit our partner schools. It’s a good motivation for learning. Since the common language is English, they have understood that they have to learn it well to communicate with others. They know that they need English if they want to have an active role in this project. |
How do you plan to use ICT to enhance and improve the project experience? |
We already use the internet well. |
We will use the project website to encourage pupils, parents and stuff to engage with project work. We will make a video of our work and use digital cameras. |
BACK TO OUR FUTURE SCHOOL IMPROVEMENT AND EVALUATION REFLECTION TOOL FOR TEACHERS Name: Gülsüm Akkaya, İbrahim Ergen, Ceyda Şahin
This sheet should be used to encourage reflection and discussion on the project work and how it impacts into your school and teaching . The copies should be kept by the teachers ready for completion at the end of year two. It may be useful to ask your school project colleagues to also complete this.
REFLECTIVE QUESTIONS FOR TEACHERS |
Start of the project responses (Year One) |
End of the project summary (Year Two) |
How does the project add to your teaching and learning experience in the school? |
The teachers learnt the process of productions and they thought it to the students . The project enabled students to learn by doing. Having an active role during the process of learning motivated them to do their best. Having such eager students refreshed the teachers as well.This brightened up the atmosphere in the school |
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How do you share the project work with your colleagues and how does this involve them in the work of the project? |
We share every development about the project in the teachers’ room and have meetings about the project regularly. All the teachers in our school are important for this project and we work together in every step. |
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How does your school benefit from your European work? |
Meeting the different cultures and learning some traditional things from different cultures is very useful. The students started to understand that they can be productive instead of consuming. Seeing what they can produce make them happier and more valuable. Success is inevitable when we work with such happy, confident and enthusiastic students. |
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How does the project encourage pupils’ confidence, motivation and responsibility? |
Especially the “local market” preparations make them feel theirselves important. Because they create something and it makes them excited. And the chance of being abroad also a source of motivation for them. |
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How do you ensure that the quality of the pupils’ project work is robust? |
Looking at what they produce is enough to understand that they work hard. Praising them is essential for showing our support. WE already have enough creative products to ensure it. |
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BACK TO OUR FUTURE SCHOOL IMPROVEMENT AND EVALUATION REFLECTION TOOL FOR TEACHERS AND STUDENTS NAME: Mehmet SÜSOY
This sheet should be used to encourage reflection and discussion on the project work. The copies should be kept by the teachers and students ready for completion at the end of year two. Pupils can be given the support that teachers feel is necessary and a whole class discussion would be recommended prior to completing the form to engage the children with the main ideas.
REFLECTIVE QUESTIONS FOR PUPILS |
Start of the project responses (Year One) |
End of the project summary (Year Two) |
What skills do you already have that would be considered traditional skills? |
I don’t have any traditional skills. |
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What skills do you have that you think are useful today? |
I can make magnets and keyholders. I can make lamps. |
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What traditional skills do your family or neighbours have? |
My sister is good at handcrafts. |
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List some things that you think could be changed for the better in the world today. |
There should be more recycling bins and should be more trees. |
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What could we do in our project which could change things for the future? |
We can plant trees. |
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What traditional things would you like to learn or to find out about? |
I want to learn Ebru art. |
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BACK TO OUR FUTURE SCHOOL IMPROVEMENT AND EVALUATION REFLECTION TOOL FOR TEACHERS AND STUDENTS NAME: Şevval Yılmaz
This sheet should be used to encourage reflection and discussion on the project work. The copies should be kept by the teachers and students ready for completion at the end of year two. Pupils can be given the support that teachers feel is necessary and a whole class discussion would be recommended prior to completing the form to engage the children with the main ideas.
REFLECTIVE QUESTIONS FOR PUPILS |
Start of the project responses (Year One) |
End of the project summary (Year Two) |
What skills do you already have that would be considered traditional skills? |
I can knit |
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What skills do you have that you think are useful today? |
I can make souvenirs. |
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What traditional skills do your family or neighbours have? |
My mother can knit and cooks patty. |
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List some things that you think could be changed for the better in the world today. |
Exhaust gases of factories and cars should be reduced. |
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What could we do in our project which could change things for the future? |
We could plant more trees. We could make ornaments. |
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What traditional things would you like to learn or to find out about? |
I would like to learn to make laces and “ebru”. |
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BACK TO OUR FUTURE SCHOOL IMPROVEMENT AND EVALUATION REFLECTION TOOL FOR TEACHERS AND STUDENTS NAME: Rüveyda Elif Yalçınkaya
This sheet should be used to encourage reflection and discussion on the project work. The copies should be kept by the teachers and students ready for completion at the end of year two. Pupils can be given the support that teachers feel is necessary and a whole class discussion would be recommended prior to completing the form to engage the children with the main ideas.
REFLECTIVE QUESTIONS FOR PUPILS |
Start of the project responses (Year One) |
End of the project summary (Year Two) |
What skills do you already have that would be considered traditional skills? |
I know knitting. I can dance almost all traditional folk dances. |
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What skills do you have that you think are useful today? |
I can cook very well. |
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What traditional skills do your family or neighbours have? |
My father knows how to cook many traditional meals. My mum can weave rugs. |
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List some things that you think could be changed for the better in the world today. |
Recycling. Planting trees. There should be more space for children in the cities. |
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What could we do in our project which could change things for the future? |
We can make useful things for people. |
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What traditional things would you like to learn or to find out about? |
I’d like to improve myself to make stone toys. |
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BACK TO OUR FUTURE SCHOOL IMPROVEMENT AND EVALUATION REFLECTION TOOL FOR TEACHERS AND STUDENTS NAME: Barış Özdemir
This sheet should be used to encourage reflection and discussion on the project work. The copies should be kept by the teachers and students ready for completion at the end of year two. Pupils can be given the support that teachers feel is necessary and a whole class discussion would be recommended prior to completing the form to engage the children with the main ideas.
REFLECTIVE QUESTIONS FOR PUPILS |
Start of the project responses (Year One) |
End of the project summary (Year Two) |
What skills do you already have that would be considered traditional skills? |
I don’t have a traditional skill. |
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What skills do you have that you think are useful today? |
I can make Turkish tea. I can speak English a bit. |
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What traditional skills do your family or neighbours have? |
My mum knows knitting and irish lace very well. |
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List some things that you think could be changed for the better in the world today. |
We should care about recycling more. So we can keep natural resourses. |
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What could we do in our project which could change things for the future? |
We can start product not consume. |
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What traditional things would you like to learn or to find out about? |
I ‘d like to learn “ebru art”. |
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BACK TO OUR FUTURE SCHOOL IMPROVEMENT AND EVALUATION REFLECTION TOOL FOR TEACHERS AND STUDENTS NAME: Onur Yavuz
This sheet should be used to encourage reflection and discussion on the project work. The copies should be kept by the teachers and students ready for completion at the end of year two. Pupils can be given the support that teachers feel is necessary and a whole class discussion would be recommended prior to completing the form to engage the children with the main ideas.
REFLECTIVE QUESTIONS FOR PUPILS |
Start of the project responses (Year One) |
End of the project summary (Year Two) |
What skills do you already have that would be considered traditional skills? |
I know “embroidery made on a tambour frame“ |
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What skills do you have that you think are useful today? |
I can draw. I can play guitar. |
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What traditional skills do your family or neighbours have? |
My mum and my aunt knows knitting. |
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List some things that you think could be changed for the better in the world today. |
We shouldn’t drop garbage. We should recycle. We should donate to charitable institutions. |
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What could we do in our project which could change things for the future? |
We can product instead of consuming. |
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What traditional things would you like to learn or to find out about? |
I’d like to learn traditional dances. |
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BACK TO OUR FUTURE SCHOOL IMPROVEMENT AND EVALUATION REFLECTION TOOL FOR TEACHERS AND STUDENTS NAME: Arda Erden
This sheet should be used to encourage reflection and discussion on the project work. The copies should be kept by the teachers and students ready for completion at the end of year two. Pupils can be given the support that teachers feel is necessary and a whole class discussion would be recommended prior to completing the form to engage the children with the main ideas.
REFLECTIVE QUESTIONS FOR PUPILS |
Start of the project responses (Year One) |
End of the project summary (Year Two) |
What skills do you already have that would be considered traditional skills? |
I know “Ebru Art” |
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What skills do you have that you think are useful today? |
I can speak English a bit. |
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What traditional skills do your family or neighbours have? |
My mum knits very well. |
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List some things that you think could be changed for the better in the world today. |
We should care about recycling. |
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What could we do in our project which could change things for the future? |
We can organize campaigns about recycling. |
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What traditional things would you like to learn or to find out about? |
I’d like to javelin-throwing. |
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BACK TO OUR FUTURE SCHOOL IMPROVEMENT AND EVALUATION REFLECTION TOOL FOR TEACHERS AND STUDENTS NAME: Sıla Başlı
This sheet should be used to encourage reflection and discussion on the project work. The copies should be kept by the teachers and students ready for completion at the end of year two. Pupils can be given the support that teachers feel is necessary and a whole class discussion would be recommended prior to completing the form to engage the children with the main ideas.
REFLECTIVE QUESTIONS FOR PUPILS |
Start of the project responses (Year One) |
End of the project summary (Year Two) |
What skills do you already have that would be considered traditional skills? |
I know “ebru art” and love it. |
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What skills do you have that you think are useful today? |
I can speak English a bit. |
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What traditional skills do your family or neighbours have? |
My mum knows knitting and weaving rugs |
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List some things that you think could be changed for the better in the world today. |
Planting more trees. More recycling. More green space in the cities. |
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What could we do in our project which could change things for the future? |
We can make useful things to people by our handcraft skills. |
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What traditional things would you like to learn or to find out about? |
I’d like to know our folk dances. |
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BACK TO OUR FUTURE SCHOOL IMPROVEMENT AND EVALUATION REFLECTION TOOL FOR TEACHERS AND STUDENTS NAME: Cemal Ferhat
This sheet should be used to encourage reflection and discussion on the project work. The copies should be kept by the teachers and students ready for completion at the end of year two. Pupils can be given the support that teachers feel is necessary and a whole class discussion would be recommended prior to completing the form to engage the children with the main ideas.
REFLECTIVE QUESTIONS FOR PUPILS |
Start of the project responses (Year One) |
End of the project summary (Year Two) |
What skills do you already have that would be considered traditional skills? |
I can make “ebru” art. I am good at folk dance (Harmandalı). |
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What skills do you have that you think are useful today? |
I can play the drums and I paint. |
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What traditional skills do your family or neighbours have? |
My aunt knits and makes laces. |
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List some things that you think could be changed for the better in the world today. |
We shouldn’t litter. We should recycle more. We should warn people who litters. |
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What could we do in our project which could change things for the future? |
We should export instead of import. |
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What traditional things would you like to learn or to find out about? |
I would like to learn all folk dances and make stone toys. |
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BACK TO OUR FUTURE SCHOOL IMPROVEMENT AND EVALUATION REFLECTION TOOL FOR TEACHERS AND STUDENTS NAME: Esra Atalan
This sheet should be used to encourage reflection and discussion on the project work. The copies should be kept by the teachers and students ready for completion at the end of year two. Pupils can be given the support that teachers feel is necessary and a whole class discussion would be recommended prior to completing the form to engage the children with the main ideas.
REFLECTIVE QUESTIONS FOR PUPILS |
Start of the project responses (Year One) |
End of the project summary (Year Two) |
What skills do you already have that would be considered traditional skills? |
I can knit. I can make ornaments and hairgrips. |
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What skills do you have that you think are useful today? |
Making ornaments and cooking stuffed vine leaves. |
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What traditional skills do your family or neighbours have? |
My father makes t-shirts. My aunt makes shoes. |
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List some things that you think could be changed for the better in the world today. |
We should be more sensitive about environment We should reduce oil wastes. We should reduce the number of factories. |
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What could we do in our project which could change things for the future? |
We should do more recycling. We should increase educational technologies. |
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What traditional things would you like to learn or to find out about? |
I would like to learn making bag, weave rugs and “ebru”. |
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BACK TO OUR FUTURE SCHOOL IMPROVEMENT AND EVALUATION REFLECTION TOOL FOR TEACHERS AND STUDENTS NAME: Çağatay Çiçekçi
This sheet should be used to encourage reflection and discussion on the project work. The copies should be kept by the teachers and students ready for completion at the end of year two. Pupils can be given the support that teachers feel is necessary and a whole class discussion would be recommended prior to completing the form to engage the children with the main ideas.
REFLECTIVE QUESTIONS FOR PUPILS |
Start of the project responses (Year One) |
End of the project summary (Year Two) |
What skills do you already have that would be considered traditional skills? |
I don’t have a traditional skill. |
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What skills do you have that you think are useful today? |
I can write a book. I can draw very well. (dragons etc.) |
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What traditional skills do your family or neighbours have? |
My father is a carpenter. |
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List some things that you think could be changed for the better in the world today. |
We should plant trees more. We should recycle. |
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What could we do in our project which could change things for the future? |
W should put recycling bins in every 50 metres. |
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What traditional things would you like to learn or to find out about? |
I’d like to learn knitting. |
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