NUITS BLANCHES

Seventh period Follow up

QUALITY CONTROL PROCESS

La mise en oeuvre du partenariat, du point de vue des apprenants, passe par trois étapes successives : réception et interaction (première phase pédagogique, 20 premiers mois) et transfert (16 derniers mois) selon un programme disponible en ligne : CURRICULUM (à télécharger sur la première page du portail des professeurs dans NBE+)

Output 7
The Quality Control of learning activities and project implementation and the anwers to surveys focused on students are considered as a part of the ordinary Follow Up implemented by the project Manager and local leaders. Questionnaires given to pupils are a French-Romanian cooperation issue.
Please note you can find an explanation about Checking Tasks in ILARGIA Website (section PARTNERSHIP, "Resuse and IO" tab).
And you can see a programme with an evaluation planning in CURRICULUM
(a pdf file available on Teachers portal's Homepage)

LOGIC
Synergies between short-term exchanges and local activities have been
systematically sought.

A - IMPLANTATION OF ACTIVITIES
(Methodology that presided over the implementation of the activities, from the point of view of the learners).

___ First teaching period (20 months)

1. Reception Phase
First "initiatory" trip to Rome (explanation of fears).
At this stage PREDICTIVE EVALUATION
Questionnaires are distributed to students after C1 in order to check the impact of mobility and expectations
of the high schools students

2. Interaction phase
At this stage FORMATIVE EVALUATION
Activities are organized and defined according to skills (cognition, skills, values and attitudes) to develop and in order to involve all partners
Second and third "practical" and "exploratory" study tours focused on Riga workshops (streamlining
fears) then to Cluj-Napoca (prefiguration of expected intellectual productions)
Questionnaires are distributed to students after C2 and C3 in order to verify the impact of mobility and quality mediation (seminar R2 specifies the approach and the formulation of the instructions)

___Second teaching period (16 months)

3. Transfer and Production Phase
At this point EVOLUTION SUMMARY
The study travels verify the prior acquisition of the skills necessary to carry out the project and develop the final result. Fourth "collaborative" mobility C4 was devoted to rewriting in Cesme (as the C04 bilateral exchange in Cluj)
From the pitch chosen from advanced propositions during C3, a synopsis is defined during C4 for the transnational dialogue and the work of common rewriting is started (and then pursued at a distance).
The production materializes during the C5 exchange.

B - MEASURED RESULTS

Issues measured by the post-mobility questionnaires:

Quality of activities
Group cohesion
Better understanding of fears
Respect of the plan
Socio-cognitive abilities

Realization of impacts: changes induced by
-participation in the ILARGIA FESTIVAL (game of rewritings or logistic support of representations, inclusion in
festivities and visits)
-the manufacture of rewrites (national and transnational dialogues)
-experience gained through exchanges
-the systematic use of online and peer-to-peer learning method.

Understanding fears of the Past to face the fears of our Time NBE+ RESULTS La démarche qualité les résultats du partenariat Nuits Blanches Erasmus+ questionnaires aux élèves et paticipants OTCOMES AND FOLLOW UP SYSTEM R5 ONLINE REPORT : the schedule inTeachers portal		NBE+ Nuits Blanches 2015-2018 an international strategic partnership COORDINATION * TRAVELS * FOLLOW UP * REWRITE Click on the moon to go to the Homepage CHECK POINT 7 NBEplusBLOG
Seventh period Follow up QUALITY CONTROL PROCESS La mise en oeuvre du partenariat, du point de vue des apprenants, passe par trois étapes successives : réception et interaction (première phase pédagogique, 20 premiers mois) et transfert (16 derniers mois) selon un programme disponible en ligne : CURRICULUM (à télécharger sur la première page du portail des professeurs dans NBE+) Output 7 The Quality Control of learning activities and project implementation and the anwers to surveys focused on students are considered as a part of the ordinary Follow Up implemented by the project Manager and local leaders. Questionnaires given to pupils are a French-Romanian cooperation issue. Please note you can find an explanation about Checking Tasks in ILARGIA Website (section PARTNERSHIP, "Resuse and IO" tab). And you can see a programme with an evaluation planning in CURRICULUM (a pdf file available on Teachers portal's Homepage) LOGIC Synergies between short-term exchanges and local activities have been systematically sought. A - IMPLANTATION OF ACTIVITIES (Methodology that presided over the implementation of the activities, from the point of view of the learners). ___ First teaching period (20 months) 1. Reception Phase First "initiatory" trip to Rome (explanation of fears). At this stage PREDICTIVE EVALUATION Questionnaires are distributed to students after C1 in order to check the impact of mobility and expectations of the high schools students 2. Interaction phase At this stage FORMATIVE EVALUATION Activities are organized and defined according to skills (cognition, skills, values and attitudes) to develop and in order to involve all partners Second and third "practical" and "exploratory" study tours focused on Riga workshops (streamlining fears) then to Cluj-Napoca (prefiguration of expected intellectual productions) Questionnaires are distributed to students after C2 and C3 in order to verify the impact of mobility and quality mediation (seminar R2 specifies the approach and the formulation of the instructions) ___Second teaching period (16 months) 3. Transfer and Production Phase At this point EVOLUTION SUMMARY The study travels verify the prior acquisition of the skills necessary to carry out the project and develop the final result. Fourth "collaborative" mobility C4 was devoted to rewriting in Cesme (as the C04 bilateral exchange in Cluj) From the pitch chosen from advanced propositions during C3, a synopsis is defined during C4 for the transnational dialogue and the work of common rewriting is started (and then pursued at a distance). The production materializes during the C5 exchange. B - MEASURED RESULTS Issues measured by the post-mobility questionnaires: Quality of activities Group cohesion Better understanding of fears Respect of the plan Socio-cognitive abilities Realization of impacts: changes induced by -participation in the ILARGIA FESTIVAL (game of rewritings or logistic support of representations, inclusion in festivities and visits) -the manufacture of rewrites (national and transnational dialogues) -experience gained through exchanges -the systematic use of online and peer-to-peer learning method.
TABLE DES MATIERES - TABLE OF CONTENTS PROCEDURES DE CONTRÔLECP 7 USUAL FOLLOW UP PREMIERE VISUALISATION DES RESULTATS ET COMMENTAIRES R5 ANALYSIS TABLES DES MATIERES TABLE OF CONTENTS PERENNISATION - SUSTAINABILITY OUTPUT 7 Note : la production de résultats fait partie des engagements de la candidature commune et constitue une production intellectuelle à part entière. The production of results is part of the commitments of the joint candidature and constitutes an intellectual production in its own right. Find it in ILARGIA Website ("PAR" book in the Homepage and PARTNERSHIP section / Reuse...)
Seventh period Follow up The results of the project are included in this Website insofar as they represent a part the partnership infrastructure. His productions are published in an Internet portal intended for the general public (ILARGIA).
PREPARING THE FINAL REPORT Suivi/Follow up CHECK POINTS		TO THE PUBLIC PORTAL ILARGIA: click on the picture CLICK HERE TO SEE THE ASSESMENT REPORT'S ANSWERS / VOIR LE TABLEAU DES REPONSES AU RAPPORT D'EVALUATION
C1 Questionnaire 31 sondés dont 7 hôtes I - What did you wait for your involvement in an Erasmus+ programme before the mobility? question ouverte 1 Voyager, Découvrir de Nouvelles cultures / Travels, Discovery 68 % 2 Rencontrer des gens, se faire des amis étrangers/ Meetings Friends 19% 3 Parler Anglais / Enhance my English level / 10% 4 Améliorer mon niveau scolaire (globalement ou toute autre discipline citée) 3% 5 Aucune attente o% II - And After the Short term exchange ? question fermée : rien n'a changé ou indication de la plus-value La plupart des lycéen(ne)s voient a priori le programme Erasmus+ comme une occasion de voyager ou de rencontrer de nouvelles personnes (les deux thème sont d'ailleurs proches et souvent les deux objectifs sont mentionnés en premier)/ Les 10% d'élève smetatn en avantune autre plus-value désignent l'opportunité de pratiquer ou améliorer leur Anglais ou leur niveau scolaire en, général Most high school students see the Erasmus + program as an opportunity to travel or to meet new people (both topics are close to each other and often the two objectives are mentioned first) / 10% students highlighting another added value are the opportunity to practice or improve their English or their level of education. Après l'échange 30% des élèves ont l'impression que leur attente était conforme à la réalité mais deux tiers d'entre eux pensent avoir sous-estimé certains impacts. Pour 51% des élèves, la perspective de nouer des amitiés est une plus-value inattendue (signe que l'échange a bien fonctionné). Quelques participants estiment que ce genre de voyage va les remotiver ou favoriser leur inclusion (7%)et d'autres que cela les aidera davantage que prévu dans la pratique de l'Anglais.		C1 STUDENTS SURVEY Plus-values supposées Plus-values inattendues elles concernent 30% de l'effectif sondé (les bénéficiaires du voyage)
III - Do you think the activities implemented during C1 Short-terme exchange can help you to increase your ITC skills ? Yes 65 % / No 29% DO NOT KNOW 6% IV - What other skills could be enhanced by these activities ? Confidence, Self esteem 39% Oral ability 23% Culture 19% Other 19% V - What did seem to you the most interesting : A classroom inclusions B collaborative workshops C freetimes outside D life in community at the accomodation centre E nothing, the travel was very boring F i did enjoy everything VI - What was the worst thing ? (or if you were disappointed it was because :) Too short travel: 42 % Rooms not cumfortable enough 19% No many time with Italian students 10 % Complicated transports 10% Others 19%		L'aspect ludique des intégrations dans les classes a plu (danses interprétées par les élèves italiens) tout comme, sans surprise, les temps libres, mais surtout le temps partagé entre les visiteurs, hébergés sur le même site. First ranked answer to Fifth question
OUTPUT 7
		CP4 STUDENTS SURVEY After C2 and C3 Short-term exchanges Results were published in the second progress report we have had to make for the National Erasmus+ Agency. Data can be downloaded from here (pdf file) Exercices given to pupils during the mobilities are published in the reports online.
OUTPUT 7
I - Teachers think students have good feeling more tolerance and curiosity 80% less relay in first impressions 80% make efforts in learning and accepting other people habits, traditions... 70% II - Teachers think students have a great experience with interesting meetings 100% made friendship 100% think on versatile themes.. 90% Do students to become more self confident 80% ... and to practise a better English ! 75%		CP7 FINAL EVALUATIONS (STUDENTS and TEACHERS SURVEY) FEELINGS REVIEW (FOR PUPILS ONLY) more tolerance and curiosity 70% less relay in first impressions 70% make efforts in learning and accepting other people habits, traditions... 50% interesting meetings 80% made friendship 75% think on versatile themes.. 85% become more self confident 80% ... and to practise a better English ! 75% Les progrès dénotés par les professeurs sont moins évidents aux yeux des élèves dont certains ont tendance à croire qu'ils n'ont aucun préjugé et n'avaient pas d'efforts particuliers à fournir pour faire preuve de tolérance et de curiosité
indicateurs d'organisation mesurant : OR1 la qualité de la définition des buts assignés à tous les partenaires (objectifs généraux, objectifs opérationnels et projet global) OR2 la connaissance des objectifs par les divers partenaires (professeurs, agents, élèves, familles, etc.) OR3 l'efficacité des règles de sélections des candidats aux mobilités OR4 la précision des critères d'organisation de groupes de méthodes OR5 l'efficacité de la concertation des professeurs OR6 le soutien obtenu de la Vie Scolaire et de la Direction OR7 l'utilisation du CDI et la coopération avec la documentaliste Les bémols concernant l'orgnisation de la mise en oeuvre ne portent pas sur la coordination global mais plutôt sur des difficultés internes et parfois ponctuelles qu'il est in fine logique d'avoir renoncterées sur les trois ans d'activité		FIRST ISSUE / FOR TEACHERS ONLY: Organization OR1 the quality of the definition of the goals assigned to all partners (general objectives, operational objectives and overall project) - OR2 knowledge of objectives by the various partners (teachers, agents, students, families, etc.) - OR3 the effectiveness of the rules of selection of candidates for mobility - OR4 the precision of organization criteria for groups of methods - OR5 the effectiveness of the consultation of the professors - OR6 support obtained from School Life and Management - OR7 use of the library and cooperation with the documentalist
Indicateurs de cohérence en résultats et localisation de progrès potentiels : C1 développement de la pensée logique chez les élèves C2 progrès de la maîtrise de l'expression orale et écrite C3 accroissement des capacités de travail personnel et de l'autonomie C4 succès aux examens C5 degré de réduction des décrochages Indicateur de dynamique D attachement à l'établissement des élèves, des familles, des professeurs et des anciens élèves THIRD ISSUE FOR PUPILS AND FOURTH ISSUE FOR TEACHERS IN SUSTAINABILITY PAGE		SECOND ISSUE FOR ALL PARTICIPANTS: Pedagogy Indicators of consistency in results and location of potential progress: C1 development of logical thinking in students - C2 progress in fluency in oral and written expression - C3 increase in personal work capacity and autonomy - C4 exam success - C5 degree of reduction of stalls / Dynamic indicator: D attachment to the institution from students, families, teachers and alumni Les indicateurs C1 à C5 relèvent de l'évaluation classiquement opérée par les enseignants. Il s'est agi de mesurer des progrès pouvant faire partie des effets/impacts