[vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][vc_column_text]<\/p>\n
[\/vc_column_text][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=”” background_color=”#f7f7f7″][vc_column width=”1\/2″][vc_empty_space][vc_empty_space][vc_column_text]Project No.<\/strong> 2018-1-IT02-KA201-048481<\/p>\n Project duration:<\/strong> 1 September 2019\u201331 December 2022<\/p>\n Project co-funder:<\/strong> EU program Erasmus+<\/p>\n Project coordinator: <\/strong>University of Gloucestershire (UK)<\/a><\/p>\n Project partners:<\/strong><\/p>\n Centro per lo Sviluppo Creativo Danilo Dolci (Italy)<\/a><\/p>\n Asociatia LSDGC (Romania)<\/a><\/p>\n \u0160iuolaikini\u0173 didaktik\u0173 centras (Lithuania)<\/p>\n Project website<\/a><\/strong> Project team<\/p>\n [\/vc_column_text]<\/span><\/span><\/a><\/span><\/span><\/span><\/a><\/span>[vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]Both literacy and social-emotional skills are of crucial importance for lifelong learning. Pupils who do not master literacy skills are unlikely to succeed in formal education. Throughout a child\u2019s development, the time devoted to literacy-related activities remains essential to the acquisition of reading literacy skills. The European Literacy Policy Network therefore recommends that all teachers receive effective initial teacher education and professional development in literacy teaching and learning in order to be well prepared for the tasks of making all Europeans able to read and write at a level that enables them to function and develop in society, at home, at school and at work, in order to achieve their aspirations as individuals, family members, workers and citizens. This recommendation calls for so-called disciplinary literacy approaches. Disciplinary literacy refers to the specifics of reading, writing, and communicating within a discipline, focusing on the ways of thinking, the skills, and the tools used by experts in the disciplines. Each discipline has a specialized vocabulary and components unique to that discipline and we believe that teaching these can be best achieved by using authentic texts. In this regard, our project aimed to blend disciplinary literacy and social-emotional skills with the aim of ensuring children\u2019s metacognitive development in terms of key curriculum subjects.[\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” background_color=”#f7f7f7″][vc_column css_animation=”slideInUp” width=”1\/3″][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”small” position=”center”][vc_empty_space][\/vc_column][vc_column css_animation=”slideInUp” width=”1\/3″][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”small” position=”center”][vc_empty_space][\/vc_column][vc_column css_animation=”slideInUp” width=”1\/3″][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”small” position=”center”][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]This project aims to develop teacher trainers\u2019 and subsequently teachers\u2019 competences to address students\u2019 literacy and emotional learning needs by developing a model of integrated intervention relying on the use of high-quality authentic texts (different from school textbooks) selected from contemporary children\u2019s and adolescents\u2019 literature. [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]The project is aimed at adult educators and teachers of various subjects. Project participants \u2013 schools and students \u2013 tested the integrated program for developing subject literacy and social-emotional skills.[\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”14225″ img_size=”large” alignment=”right” qode_css_animation=””][\/vc_column][vc_column width=”3\/4″][vc_empty_space][vc_column_text]<\/p>\n <\/p>\n This training course addresses primary and secondary teachers in pre-service or in-service. The course aims to develop the teachers\u2019 professional skills to address students\u2019 literacy and social-emotional learning needs.<\/p>\n Download <\/strong>LT,<\/a> EN<\/a>, IT<\/a>, RO<\/a>[\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”14223″ img_size=”large” alignment=”right” qode_css_animation=””][\/vc_column][vc_column width=”3\/4″][vc_empty_space][vc_column_text]<\/p>\n <\/p>\n This intellectual output will allow us to study the effects of the training course on the trainee and existing teachers and their students, based on which we will be able to revise and finalise IO1<\/p>\n Download <\/strong>LT<\/a>, EN<\/a>, IT<\/a>, RO<\/a>[\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”7995″ img_size=”large” alignment=”right” qode_css_animation=””][\/vc_column][vc_column width=”3\/4″][vc_empty_space][vc_column_text]<\/p>\n <\/p>\n Siekiant pamatuoti integruoto dalykinio ra\u0161tingumo ir socialinio-emocinio ugdymo mokym\u0173 programos efektyvum\u0105, buvo atlikti tyrimai, kuriuose dalyvavo mokytoj\u0173 reng\u0117jai, mokytojai praktikai , mokiniai bei pasiremta \u012fvairiomis duomen\u0173 rinkimo ir analiz\u0117s priemon\u0117mis.<\/p>\n Tyrimas parod\u0117 i\u0161augusias mokytoj\u0173 \u017einias bei supratim\u0105 apie DR ir SE\u012e ugdymo svarb\u0105 ir geb\u0117jim\u0105 paremti bei palengvinti mokini\u0173 DR ir SE\u012e mokym\u0105si bei \u012fgyvendinti GROWE strategijas savo klas\u0117se. Nustatyta, kad po GROW programos metod\u0173 taikymo pamokose, pager\u0117jo mokini\u0173 dalykinio ra\u0161tingumo, socialiniai-emociniai, kalb\u0117jimo bendradarbiaujant, skaitymo supratimo, ra\u0161ymo mokymuisi, sav\u0119s pa\u017einimo, santyki\u0173 palaikymo \u012fg\u016bd\u017eiai.<\/p>\n Download\u00a0<\/strong>EN<\/a>[\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”14249″ img_size=”large” alignment=”right” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”3\/4″][vc_empty_space][vc_column_text]<\/p>\n <\/p>\n The current toolkit is aimed at sharing key ideas of the GROWE approach and examples of good practice to inspire teachers to adopt effective strategies for developing their students\u2019 literacy and social-emotional skills and insludes practical tips from the project\u2019s implementation by secondary school teachers in Italy, Romania, Lithuania and the UK.[\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_tabs style=”horizontal_left”][vc_tab title=”Articles” tab_id=”ae8516f0-0238-3″][vc_column_text]Vacaretu A. S., Kovacs M. (21 October 2022). Getting readers on the wavelength of emotions (GROWE) project – Two birds with one stone. ELINET blog<\/em>.<\/a><\/p>\n
\n<\/strong>[\/vc_column_text][vc_empty_space][vc_single_image image=”14236″ img_size=”medium” qode_css_animation=””][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_empty_space][vc_single_image image=”6352″ img_size=”large” qode_css_animation=””][vc_column_text]<\/p>\nPROJECT RELEVANCE<\/h6>\n
DALYKINIS RA\u0160TINGUMAS \u2013<\/span><\/h6>\n
\ntai skaitymo, ra\u0161ymo bei bendravimo ypatumai, b\u016bdingi konkre\u010diam dalykui. Jie apima m\u0105stymo b\u016bdus, \u012fg\u016bd\u017eius bei \u012frankius naudojamus to dalyko ekspert\u0173. <\/span>
\n<\/em><\/h6>\n
\nDalykinis ra\u0161tingumas pabr\u0117\u017eia pagrindini\u0173 \u017eini\u0173, geb\u0117jim\u0173 ir kalbos, b\u016bdingos konkre\u010dioms mokslo disciplinoms, \u012fsisavinim\u0105.<\/span>
\n<\/em><\/h6>\nSOCIALINIAI-EMOCINIAI \u012eG\u016aD\u017dIAI \u2013<\/span><\/h6>\n
\ntai geb\u0117jimai reguliuoti savo mintis, emocijas ir elges\u012f, i\u0161mokstant atpa\u017einti ir valdyti savo emocijas, u\u017emegzti gerus santykius ir priimti atsakingus sprendimus.<\/span>
\n<\/em><\/h6>\n
\nYra nustatytas ai\u0161kus ry\u0161ys tarp socialin\u0117s bei emocin\u0117s mokyklos kult\u016bros ir mokini\u0173 pasiekim\u0173, rezultat\u0173 bei lankomumo.<\/span>
\n<\/em><\/h6>\nProjekte GROWE siekiama sujungti \u0161iuos du elementus, parengiant mokymo program\u0105 \u012fvairi\u0173 dalyk\u0173 mokytojams.<\/span><\/h6>\n
\u0160i programa parengt\u0173 mokytojus ugdyti mokini\u0173 dalykin\u012f ra\u0161tingum\u0105 ir socialinius emocinius \u012fg\u016bd\u017eius.<\/span><\/h6>\n
GROWE siekia sukurti veiksming\u0105 priemon\u0119 ir sudaryti mokytojams profesinio tobul\u0117jimo galimybes, tuo pa\u010diu padedant mokiniams siekti akademin\u0117s s\u0117km\u0117s.<\/span><\/h6>\n
PROJECT AIM<\/h6>\n
PROJECT OBJECTIVES<\/h6>\n
\n
PROJECT TARGET GROUPS<\/h6>\n
PROJECT INTELLECTUAL OUTPUTS<\/h6>\n
GROWE Training Course Curriculum (2022)
\n<\/strong><\/h6>\nMethodology for Data Collection to Document Piloting (2022).<\/h6>\n
Data Analysis: Survey of GROWE Training Course Piloting 2020\u20132022 (2022)<\/h6>\n
Good Practice Toolkit\u00a0 (2022).<\/strong> [Open Educational Resource in national languages]<\/a>
\n<\/strong><\/h6>\nPROJECT RESULTS<\/h6>\n
\n
PROJECT DISSEMINATION<\/h6>\n