Language Bar

About the Roma T&T project

About the Roma T&T project

    The project Roma Teaching & Training (Roma T&T) is a European...

Roma T & T e-Learning platform

Roma T & T e-Learning platform

  Roma T & T e-Learning platform is a case study guide for teachers across Europe who...

Guidelines for Intercultural Education

Guidelines for Intercultural Education

        This is a guidelines document that describes how to train more...

 Model for the Organisation of the Pre-school centers

Model for the Organisation of the Pre-school centers

    Document that describes the model for the organization of the innovative...

  • About the Roma T&T project

    About the Roma T&T project

  • Roma T & T e-Learning platform

    Roma T & T e-Learning platform

  • Guidelines for Intercultural Education

    Guidelines for Intercultural Education

  •  Model for the Organisation of the Pre-school centers

    Model for the Organisation of the Pre-school centers

More about us

The Roma T&T partnership is a transnational partnership which consists of 5 partners from 4 European countries (Greece, Spain, Italy, Hungary). The consortium includes Roma associations, organisations specialised in intercultural intermediation and organisations specialised in the development of training methodologies. Please click here in order to see in detail the project partners.

 

Newsletter

sample iconSubscribe to our Newsletter. Please click here in order to fill in a form and receive news about the developments of the project and the sector or click here to see our online PDF version of the Newsletters

Registration to Roma E-Learning Platform

sample iconIn order to register to the E-learning platform press here 

 

 

Steps of planning and programme realization

 

 

 

1a. Children Participation: Observation of the children’s interests and queries or common search and concretization of the subject (we detect/listen to the children’s interests/queries or find together the subject and make it concrete

 

1b. The framework of preconditions is considered : Priorities of the organisation, sources of the community, specialists/teachers special interests and skills

 

1c. Suitability of the subject:  ability for inquiring learning and improvement of main skills, for parents participation, for personal test/effort, etc.

 

 

2. Planning and preparation of the programme

 

2α. Teachers’ coordination : initial/general  planning, material supply (where required), acquisition of knowledge,  preparation of educational excursions and actions, parents’ active participation and information etc.

 

2b. Reflection on group : Relation of the subject with the curriculum and the educational aims, dynamic for the development of methodological learning skills

 

- Common planning with the children: common preparation of the first queries and activities of the programme, flexible planning enables inclusion of new queries and ideas


3. Introduction to the research project

 

3a.  Recording: What do the children already know about the subject? What experience do they already have?

 

3b. Gathering of different opinions: What are the personal opinions about the subject?

 

3c. Concretization of questions: What are the new things that the children want to discover and learn?

 

4. Main phase of the research project

 

4a. Gathering of information: Common planning about how children can learn more about the subject, gathering of information, evaluation of results

 

 4b. Inter-thematic learning: Various activities are implemented, which comprise and improve various skills and involve different courses

 

4c. Phase of criticism/consideration/ enquiry : common enquiry, about what have learned the children up to now and how, as well as what they would like to learn later. (Reinforcement of methodological learning skills)

 

4d. These steps are repeated a lot of times in the main phase.


5. Completion of the research project

 

5a. Presentation of results: The children present to others the results of their research project (e.g. through a presentation, a panel, an exhibition or in the framework of an event)

 

5b. Documentation: The children document during the course of the research project and its planning/creation.

     
5c. (Criticism)Reflection/Consideration : The presentation and documentation are used in order to consider with the children their way of thinking and learning (reinforcement of methodological learning skills)

 

Want to contact us?

icon Project Coordinator
Kostas Diamantis-Balaskas
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Telephone: 0030 210 6822606