How can I join this project?

You can join this project by contacting any of the participating partners, or completing the contact form www.greenseeds.eu/contact-en

What are the benefits of joining this project?

You get a chance to help isolated schools become more visible and help their students make the best of their situation and education.

What is the difference between webquest and SeedQuest?

SeedQuests are based on the webquest methodology but have been adapted to the needs of the Green S.E.E.D.S project users.

Will I receive a certificate after I complete the training/involvement in the project?

Yes, we will provide a certification for participating in the project activities.

If I need any help/clarification whom should I contact?

Our contact form is available here https://www.greenseeds.eu/contact-en

Do I have to pay any fees for the training/access to the project's products?

No, the project material and intellectual outputs are available for free on the project platform.

Can private school teachers participate in the project's activities?

All schools and teachers who are not a project partner can participate as Associate Partners.

For how long will I be able to access the material on the web platform?

All materials will remain on the web platform for free during and after completion of the project.

Our school would like to prepare different SeedQuests related to the same topic about the category nature and biodiversity, can we do it?

Yes, you can add as many SeedQuests as you would like. If they follow a series then perhaps you can use a similar title but with 'Part 1', 'Part 2', etc? Each SeedQuest can be edited by the person who created it (owner). Contact us if you need to change the owner of a SeedQuest.

Is it possible for a primary school class to work together with a middle school class on the same SeedQuest?

Yes, pupils in different schools could easily work together on the same SeedQuest, The pupils do not need to enter any information into the SeedQuests to use them; they will read the Introduction, Task, Process, etc on the SeedQuest and use the suggested resources (Links, Documents, Videos) to complete the task. The work they produce to achieve the task will be different for each SeedQuest. So, for example, they might need to create a poster, or write an essay, or record a video; but they don't need to upload these to the SeedQuest, only their teacher (and classmates?) will get so see their work.

If a teacher moves to a new school in September, is it possible for him to participate in I.O. 2 activities?

As described above, the SeedQuests will be publicly available so that any teacher in any school can use them with their pupils, in agreement between the teachers involved.

Can our schools create puzzles or wordcrosses concerning environmental issues?

Each class develops its own methods. The result for the project has to be the SeedQuest.

Can we incorporate Green S.E.E.D.S project in our schools' curriccula?

Yes, it is recommended to do this to help your school and to desseminate the project more widely

Can our participant schools create new learning material related to the same topics about sea without plastic and coastal -economic and cultural- herritage?

Of course, you can. Bear in mind that all the materials must refer to the topic of the SeedQuests produced and must include the logo of the Project and that of the Erasmus+ Programme.

In a small school, how is it possible to develop positive communication between the actors involved (teacher-teacher, teacher-student, student-student, school-family)?

Communication is undoubtedly one of the most relevant aspects for the teachers group, in particular for the teaching team of a small school.

At the basis of a good communication, it is necessary to cultivate mutual respect, in the awareness that each subject collaborates with his or her attitudes and experiences to the good functioning of a unique reality like a small school. The work of each one is indispensable and completes the one of colleagues.

This assumption means that every teacher, aware of being an important element for the success of the common project, actively participates in the construction and consequent protection of a positive and proactive communication. A small school respects the dynamics of a small community, in which it is often placed. The subjects involved are primarily teachers and students. Starting from this assumption it is important to remember how the alliance between these two groups is necessary for the good functioning of teaching activities within a generally small group of people.

Communication between teachers and students is the basis for the development of such an alliance, as a positive mediator of the relationship that is created every day in the classroom.

Sharing different points of view and opinions is really useful to strengthen mutual respect and highlight how much the school dynamics should be based on authentic and constructive relationships.

Listening to the students' voices, in the daily teaching effort, is not always easy.

An instrument that can be put in place is undoubtedly the “democratic circle”. During this practice all the subjects of the micro-community can participate. The position of the circle is fundamental because all the elements are equally distant from a defined point as the centre. Starting from this assumption no one dominates the other, any hierarchy is annulled. Each participant can see the other in the eyes, dialoguing directly, without the intrusion of intermediaries.

The circle or assembly is first of all a practice. First of all, it must be exercised.

It is useful to start, especially at the beginning, from themes proposed by children so that they feel involved and understand that they can be the main actors of this moment. Generally they will bring to the participants' attention quarrels, problems or even proposals. The teacher will be able to indicate the guidelines for conducting the discussion, reminding the children to speak one at a time and to do everything possible to keep listening to the other.

I can also be used to share decisions. It should be pointed out that using the circle does not mean delegating to boys and girls the responsibility of managing the multiple class, but involving them, listening to them.

Parents, and in general, the family, are the main allies to accompany, with mutual respect for roles, the growth of the students who attend our schools.

This relationship is often complicated, due to different points of view, the result of different experiences and beliefs.

Developing good communication involves daily commitment, necessary to gain the trust of the families. The school, as a fundamental educational agency, has a duty to open up to the outside world, making itself the advocate of a dialogue that becomes more effective and constructive. Sometimes it is necessary for teachers to take a step backwards, to listen unconditionally to the needs expressed by parents, and then rebuild from the foundations a dialogue that recognizes the authority of the school role.

It is therefore necessary to open and maintain a clear and defined distinction of roles with families, even if it involves a great commitment.

Considering all the problems due to the use / abuse of the internet by children today, is it wise to use these tools in teaching? Which could be the critical issues that a teacher may encounter approaching these tools?

The use of web-based tools can represent an important resource in teaching, both from the learning and from the teaching side.

First of all, tools such as the Google Suite for Education can be very useful to help children become aware that there is a productive and not merely playful use of technology. Furthermore, if introduced correctly, they can be exploited to help children become aware of the potential and risks associated with these technologies increasingly used in civil society, helping to build their digital awareness as citizens. A good use of these practices learned at school can become a permanent positive baggage for children. The potentiality linked to shared productivity tools can help children to collaborate, to learn together, helping each other to search, verify and evaluate content and information.

From the point of view of safety, then, tools like the G Suite are valuable because they are safe and controllable. The teachers can decide which tools to make available to the students and have them used with the moderation of the teachers to stimulate a correct and conscious use.

A teacher may, at first, find the use of the cloud and the technology unintuitive. In fact, it may appear significantly different from a traditional IT based on programs installed locally on a PC and usable only on it because it seems to guarantee an apparent greater control and security.

In reality, after a short initiation process, it is experienced that the use of the G Suite applications is intuitive and easy to learn. Once you have learned the peculiarities of this way of working, you realize that its practicality and versatility amply repay the learning effort. They allow to open the space and time of the class beyond the traditional school boundaries: allowing teachers and pupils to interact and collaborate permanently. Each according to their own times and availability ...

However, a good willingness to train is needed in order to learn to communicate and to express oneself in a way and a language that at the beginning could appear a bit far from their way of feeling.