• Are you satisfied in general with the implementation of the project

• Did you reach your goals? What aims did you reach?

1. The aims set up were reached during the time the project took place. The aims reached were as follows:
2. Teachers got an overview of the curriculums of maths and science of the three countries (Poland, Greece, Italy) that participated in the project.
3. Teachers had a chance to exchange experiences on how to integrate maths, science and ICT with the purpose of making learning/teaching more interesting and motivate learners of any age.
4. The participation in the project itself helped teachers to develop the skill of setting up aims and reaching them in interaction with teachers from another country, the experiences that were gained from the partners help our teachers to fulfil aims in such a way that the learning and teaching process benefitted the most.
5. Our teachers had the aim to integrate different subjects with maths and science (for example art, languages etc) and they were pleased to see that students were capable of identifying the connection between different subjects.

• What was not achieved?

Our students benefited most form the experiences of students from other countries but sadly enough we were not able to carry out a video-conference to make the experience more beneficial.

• What was a surprise?

The role of students changes during the project. In the end the students felt secure and confident working and learning independently and in groups with or without the guidance of the teacher, while in the beginning they were shy and depended on the teacher.

To be more precise, one of the surprising fact that came out during the survey was the conclusion that most of the CO2 emission is produced by transportation and bio energy and wind energy aren’t used widely enough.

• Are you satisfied with what was achieved?

In general the project was satisfactory. Teachers found it most beneficial for the learning and teaching process and, of course, for the students that the usage of technology in learning process can make the outcome of learning more useful.  Learning and teaching is made more interesting by integrating subjects and implementing active study methods (research study, project learning, outdoor activities etc).

• What went well?

The cooperation with partners was useful. The teachers who participated in the project learnt from each other about the methods used in the learning process. Furthermore, we gathered information about useful free learning/teaching software which can be used for teaching a certain topic (CO2 calculator, PbWiki, Blogger etc). Teachers learnt how to carry out a out-door lesson/activities and make it interesting for the students. Most useful were the meetings held in each partner school which gave the opportunity to get acquainted with the learning methods used in the schools.

The activities carried out during the project gave a very good overview of the learning/teaching methods approved by the students and which methods have better results (in learning/teaching).
We learnt from partners and their experiences.

While doing the activities it became apparent that students were more and more capable of guiding their own activities and the self-guided learner in them developed immensely.

• Which problems arose?

There weren’t enough chances to let the students communicate and learn together. The cooperation between teachers was very good, but the cooperation between students should have been more efficient.

• What do you think your students learned?

They approved their ability to learn in cooperation and learn from the results others presented.

• Has there been any effect on teaching and learning styles in your classroom?

Thanks to the project the teachers began to seek for more efficient learning methods/software and used the experiences presented by other teachers in their classroom (using learning programmes, interactive whiteboard, out-door activities; peer coaching, using web-based communities for group work, cooperation with parents etc).

Students got a better understanding of the usefulness of things learnt in school in everyday life.

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• Has there been any effect on teaching and learning styles in your school?

In the Estonian schools science is divided into several different subjects (chemistry, physics, science study, biology, geography), so the teachers made more effort in integrating those subjects and worked together more than they used to before the beginning of the project.