Participants from the five countries get together and deal with the following items:
To break the ice, some cultural aspects about the meaning and origin of Friday, the 13th, which is Tuesday, the 13th in Spain.
Talking about the cookery book, it is agreed to publish it with Issuu in order to have an accesible format for Internet.
Marisol talks about the individual reports. They should be elaborated individually by each school and then a summary should be presented as a final report of "Tasty Europe". We do not need to include Educational Systems in our countries since they can be easily found in Internet and it is not as interesting for the project as particular and common experiences along these two years, teachers and students. Things that we learned, problems that we encountered. Students' attitudes, memories, positive outcomes, cultural awareness, influence of our project in our environment, dissemination of the progress and results, teachers, interpreters, local authorities, parents involved.
Willemien tells us about an interesting experience that happened at the meeting in Málaga: a deaf student, not very keen to learn and use English for communication, realised how important this language is in order to communicate and understand people from other countries. This experience shows the importance of motivation derived from this kind of projects.
Marisol talks about the kind of deaf students who get into our school in the last few years. Their level is very low and they do not have a good command of Spanish or English. They are mainly students with emotional problems due to personal circunstamces
FIFTH MEETING: STAVANGER, JUNE, 11th - 14th, 2014
COMENIUS
Project Tasty Europe in Stavanger, Norway.
Thursday 12th of June
09.00 – 10.00 Welcome to Hetland videregående skole,
Hetland Upper Secondary school
Greetings by Headmaster Torolv Hellemo
10.15 – 10.45 Interpreting service for hearing impaired and deaf blind, run by
Norwegian Labour and Welfare Administration, NAV.
Presentation by Hilde-Gunn Sander, head of department interpreter service.
NAV is an abbreviation for The Norwegian Labour and Welfare
Administration, and NAV is responsible for the interpreter service for deaf
people in Norway. Hilde Gunn Sander is the leader of NAV´s office for
interpreters in Rogaland. She will give us an introduction of how the
interpreter service for deaf people is organized in Norway and how
interpreters work in Rogaland. Homepage: Nav
11.15 – 11.45 “See my language”
Presentation by Sidsel Holiman, senior advisor at Statped.
The training program ”See my language” is a 40-week training program in
sign language for parents of Deaf or hard-of-hearing children aged 0–16
years. Homepage: Statped
12.00 – 13.00 Lunch at Statped.
2
13.30 – 14.30 Guided tour at an old farmstead, Jernaldergården.
Farmstead from the Migration Periode (350-550 AD).
The farm is reconstructed on the original archaeological
site.
15.00 – 16.45 Stroll through Stavanger.
Old Stavanger comprises 173 wooden buildings from the turn of the 18th century. Most of them are small,
white cottages. Many galleries and handicrafts' boutiques are located in this section of town.
Stavanger domkirke. According to tradition the cathedral was built in the year 1125, after Sigurd Jorsalfarer
named Stavanger as a cathedral city. Stavanger Cathedral is the only Norwegian cathedral from the Middle
Ages that has retained its original appearance and been in constant use.
3
16.45 – 17.30 Stavanger Church of the Deaf and Stavanger Deaf Center.
The church was built in 1918, and bought by the Stavanger community of the
Deaf in 1997.
Stavanger Deaf Center is a vital meeting point for the Deaf community in the
area.
The church and the Deaf Center is
located near by the town center. We
are going to visit both places on our
walk through Stavanger.
4
Friday 13th of June
10.00 – 13.00 Fjord Cruise to Lysefjorden
Enjoy a 3 hour tour of idyllic islands, the majestic Lysefjord, the Pulpit Rock
(Prekostolen), waterfalls, breathtaking scenery.
One of the most famous fjords in the Stavanger region is Lysefjorden. The
fjord is 42 km long with rocky walls falling nearly vertically over 1000 m into
the water. This is undoubtedly one of the highlights of Norwegian nature. The
Pulpit Rock is one of the most visited attractions in Norway, and one of the
most photographed sites. The Pulpit rock formation 604 metres above the
Lysefjord is a fantastic nature experience.
13.15 Lunch in town.
Meeting at Hetland videregående skole.
19.00 Dinner at Anlaug´s house.
5
Address to the school: Breidablikkveien 16.
FOURTH MEETING, MÁLAGA, MARCH, 4th - 8th
PROGRAMME COMENIUS MEETING IN MÁLAGA:
4TH
– 8TH March, 2014
Tuesday, 4th March
Cultural
Day: Trip to La Alhambra, Granada
Departure
from Málaga: 10:00 Back at 20:00
Wednesday, 5th March
10:00:
Cooking morning at La Rosaleda Cookery School: Students and teachers will
prepare some special recipes from the different countries and we will all taste
them having lunch together. Coordinators will hold a first meeting during the
morning. The Agenda will be sent for consideration next week.
14:00: Lunch
16:30:
Non-alcoholic cocktail workshop at the school.
19:00:
Málaga and The Old Quarter.
Thursday, 6th March
10:00:
Gymkana, a different way to know IES La Rosaleda. It will take place in the
impressive school grounds where all students will enrol in a game to discover
all the workshops and different educational modalities offered at our school.
Coordinators will hold a second meeting.
17:00:
Interactive Science Museum: “Forbidden not to touch”
19:00:
Arabic Málaga: a night visit to La Alacazaba
Friday, 7th
March
10:00:
Málaga and its coast: A way of living
14:00:
Cultural lunch: Málaga’ s tipical way of eating
!7:00: The
Cathedral and The Park: Two city icons.
Saturday, 8th
March
Departure of
all schools
MEETING IN MÁLAGA 6th of March, 2014
MINUTES
Marisol starts the
meeting by going through the programme for the rest of the week.
Norway comments on
the cooking book and it is agreed to remove the background with the flags so
that reading is easier.
We go on to the
recipes. Our student, Jaime, was in charge of writing the recipes and they are
very easy to understand for other countries’ students. It is suggested that
students write all the recipes so that deaf and impaired hearing students can
reach the contents easier.
We must explain one
of our recipes a bit more “Fritura Malagueña” and send better photographs.
Recipes should be
in English and then in the language of origin.
Spain needs a
dessert.
All the
coordinators agree on Spain’s proposal to make a DVD with the signed version of
the recipes to go with the book. Every partner will record their own recipes
and we can exchange the results, therefore, all of us can have the recording to
send it to our NAs.
We comment the
visit we had from our NA. The good impressions they have from “Tasty Europe”
and the encouragement to go on with European projects.
Marisol speaks
about Inclusive Higher Education and comments on our work and the way we have
been working at La Rosaleda all these years.
We go on talking
about the possibility to continue with a bigger project where we can have more
countries involved like Latvia and Romania. This is Erasmus+ K2, Holland agrees
and thinks it is a good idea to invite other countries. The project is for
three years and it is multilateral. Inclusive schools and special schools could
be the research lines.
Holland adds that
it would be helpful to compare the experience in different countries and what
happens with our students when they finish Secondary School and go on to higher
school.
Marisol names, as
examples, deaf students who did VET in Telecommunications and they are working
in high technological companies.
Holland says that
it is very important for the EU to know how to integrate deaf people and
resources are discussed.
Poland says that
their school must be told about this new project.
Marisol explains
the difference between K1 and K2 and that, in the case of K2, if the coordinator
gets the project granted, none of the schools involved will be left out.
Spain talks about
the project where they will be partners and that goes about “Sunflowers”.
We have the final meeting
in Norway and we must elaborate the final documents for “Tasty Europe.
THIRD MEETING, IZMIR, September 25th-28th
MEETING IN IZMIR, TURKEY
SUMMARY OF ENCOUNTER AND MINUTES
COMENIUS PROJECT “TASTY EUROPE” FORMAL MEETING
Present at the meeting: The coordinators of the Project of the five countries: Sakin San from Turkey, Anlaug Stokka from Norway, Ewa Czerkawska from Poland, Willemien Vereijken from Holland and Maria Soledad Moreno from Spain and some colleagues from the different countries.
AGENDA
1. Progress on Design of the cookery book
1. Norway, as it was said before, is in charge of the design. The booklet format is discussed: horizontal or vertical. It is agreed to design it vertical. We have already chosen recipes and some countries had already sent their material. The previous possibility to have students’ pictures together with food photographs is rejected due to restrictions about the use of personal images in most countries. New materials will be sent to Norway by November, the 15th. The order of the five countries in the book is discussed and it should not be a problem if an international menu appears in the preliminary part of the book. This menu will be elaborated by all countries as suggested by Holland:
Starters: Poland and Holland
Main Course: Turkey and Spain
Desert: Norway
Holland plans to have a special celebration at Christmas time: “throughout our organization and to other media as a suggestion for a festive meal during Christmas/New Year (or some other time) in order to get some broader attention”.
Comenius corner at all schools is discussed and Spain has designed and printed big size posters “Tasty Europe”, in order to make our school communities and visitors aware of our work.
2. Visit to Spain. March is decided, from Tuesday, 4th to Saturday, 8th. Holland points out that due to exam requirements, they may have to travel on Wednesday, 5th. It will be an important encounter with the attendance of: Holland, with 12 students and 4 teachers. Poland, with 10 students and 4 teachers. Turkey, with 4 students and 4 teachers. Norway, with 6 students and 2 or 4 teachers. Activities will be mainly focused on cookery together at La Rosaleda, visiting of the school and participating in some classes, especially, in Sign Language lessons and cultural visits.
3. Visit to Norway. It is decided that June is an eligible month as it was said in the previous meeting, even though the exams and end of school year is near. The first or second week has to be agreed or even the change to the beginning of May, according to schools’ requirements. Spain travels with students and it has to be taken into account. Norway presents a list of accommodation possibilities and mentions that prices must be considered since Norway is an expensive country to travel to.
4. International menu. Mentioned in item 1. Dissemination of results is highlighted and this activity, together with the rest of activities which takes place in each school, could be an excuse to make publicity to “Tasty Europe”, through local press, magazines and Deaf people and parents Associations.
5. Any other Business. Holland is asked again about their Christmas Tasty meal and they explained that the meal will have dishes from the five countries in the project, so that students get aware of the variety of tastes and cultures in our project. We thank our hosts for their hospitality and different cultural activities that make us have a good idea of Turkish culture and way of working at their school.
MINUTES of the Meeting: 11th April, 2013, 19:00 hours
The Tasty Europe
coordinators of the five countries involved get together at Instytut
Głuchoniemych im. Jakuba Falkowskiego, Warsaszawa.
After talking about
the success of the visit, the subject is focused on the project progress
report.
Each team of
teachers must send a report for the first year of the Comenius project at their
own school and country. It can
include activities with students, elaborated documents, videos, presentations,
etc. which can be uploaded in the Blog, describing the contents and the
objectives. Furthermore, each coordinator should write a short essay about our
first experience with students in Warsaw, which is important, taking into
account that most students do not study cookery.
Deadline to send it
to Marisol is set by May, 20th.
The booklet is next to be remembered and a few things are
pinpointed: It should be A4 size, Norway is taking care of the design, first
making an outline which should be presented to the members for the approval and
Turkey will print it.
The content for each country is stated: 3 recipes with starter,
main course and dessert. Each country will add a very traditional
characteristic dish, made for a certain celebration, popular event or as part
of tradition.
The language for the written recipes in the booklet will be
English, but we can study the design and since it is supposed to be a wide
format, we might see the possibility of writing it in the original language as
well.
We agree in sending some recipes to Norway by June, so that
they can start with the design.
Marisol can upload the video about Paella on the Blog and to
send some photos
Poland will produce
a video about the workshop in the kitchen in English based on the visit.
Spain will produce
Tasty posters.
The next visit will
start in Turkey next September, starting the 25th. Poland will take 4 students and 4 teachers,
according to the last news from Ewa.
Spain may take 2 students to Turkey.
IMPORTANT: After the
meeting, somebody -I think it was Sakin- reminded me about the importance of
dissemination of results for European projects. It is essential that we give
publicity to our project using Media, such as local authorities, educational
authorities, local TV or newspapers, online Media, etc. It should be mentioned on the reports.
FIRST MEETING: GRONINGEN, October 31st - November 3rd
And the time arrived. Our first visit and the most important one. We were meeting our partners. We were breaking the ice and we had to agree how to make our project productive and pleasant. A few but important issues so that our project becomes a landmark reference for European teachers of deaf students.
The start was at Kentalis School where we were welcomed and introduced to the Headmaster, teachers and students. Four lovely deaf students with an excelent command of English guided us in two groups through the School. We visited classes and departments and we ended with a good feeling of the way they work. Learning to learn and learning by doing is the main line for deaf students of all ages. Kentalis is an association of seventeen schools all over Holland, specific for deaf and blind students. We visited the deaf section which is a separate building of the school in Haren.
The start was at Kentalis School where we were welcomed and introduced to the Headmaster, teachers and students. Four lovely deaf students with an excelent command of English guided us in two groups through the School. We visited classes and departments and we ended with a good feeling of the way they work. Learning to learn and learning by doing is the main line for deaf students of all ages. Kentalis is an association of seventeen schools all over Holland, specific for deaf and blind students. We visited the deaf section which is a separate building of the school in Haren.
After the visit and exchange of information among the teams, we are taken to a Dutch lunch after which we got together in the main elegant building of the school in order to hold our working session.
MEETING AT KENTALIS, November, 1st, 14:10 hours
Attendants:
HOLLAND: Willemien Vereijken, Lammie Schulling, Hinke de Haan. (Específico)
TURKEY: Sakin San, Onur, Erhan akgözlü, ensar kelesoglu, secil selcuk, sengul yeltekin.
POLAND: Ewa Czerkawska.
NORWAY: Anlaug Stokka Urstad, Ellen Gjennestad.
SPAIN: Marisol Moreno, Julián Hidalgo.
AGENDA AND MINUTES:
. Schools presentation: size, teachers and students, location, studies and curriculum, deaf students, integration model.
After the presentation "in situ" of Kentalis where we have seen the school and the way they work, being a specific section of the school for deaf and hard of hearing children and young adults, Spain starts and Marisol welcomes all the members and states that the rest of us should explain the way education for the deaf is focused in each country. A presentation of IES La Rosaleda is viewed and explanations go on about the way we work in the integration programme for the deaf. The school counts around 2.500 students and 150 teachers. The range of studies includes VET, PET and A-levels. Deaf students can choose their studies according to their level and likes and they integrate in mainstreaming classes with sign language interpreters, and they attend support classes in the resource room.
We find integration in Norway, presented by Anlaug and we learn that Hetland is also a big institution and our partners are in upper secondary education where they teach Norwegian and English. They specialise in general studies with tuition in natural science, maths, languages, social science and economics. Since 1997, deaf students can choose to be taught in Norwegian or in Sign Language. Parents are provided with sign language lessons in order to facilitate communication with their children.
Poland is presented by Ewa whose school is specific for deaf students. It is public and they have 150 students. They provide vocational education and training in their Bakery and Cooking schools. There are 30 specific schools for deaf and hard of hearing students in Poland, 3 of which are in Warsaw.
Turkey is presented by the hand of Sakin. We view a school presentation and also a nice film about the delights of Izmir. Secondary teachers for deaf students with specific qualifications.
. Visits organization.
Since time is going fast, we decide to deal with the visits ornganization in the second item of the Agenda. Mobilities must be discussed since Italy is not in the project.
After a few interventions about the feasible dates due to exams a other obligations, it is agreed to meet in Poland with students in April the 10th, 2013. Turkey's visit is decided for September, 2013 and Spain for March, 2014. We have to decide about visiting Norway.
.Think of a logo and a slogan for the project. Let's get students involved.
We have started the project Blog and we designed a logo. There are other ideas that we would like to include in posters and the Cookery Booklet. Students are involved in the design and all ideas will be welcome and included in the products.
. Way to reach main objetives and sharing of tasks.
We intend to have communication among students via Internet. Gmail and Skype communication tools are proposed to hold video conferences. They will share experiences and work. They will learn about the other partners' countries and culture. They will get to know about life and education of deaf young people in other countries in Europe. They will research about the different Sign Languages involved. Through the knowledge of cookery, they will be stimulated to observe a healthy diet.
Students will work in their own school and share results online. When they meet, they can investigate about core subjects about their integration in their own countries.
To start with, Spain will be in charge of creating posters and Norway and Turkey will design and print the cookery books.
. Students implication (number and methods)
The aim is to involve as many deaf students as possible and get them involved in all the tasks.
. Products and evaluation of the proccess since the beginning.
Visual material like video, photos and documents will be produced and shared so that the work is known by all the members of the project.
. Make the project visible as much and as soon as possible: press, didactic magazines, seminars, TV, Web site, local authorities, etc. Elaborate visual and text documents to include in the Web from the beginning.
. European dimension of the project.
One of the essential goals of our project is the knowledge of all the partners, countries, culture, habits and the way young people feel about each others' nationalities, getting the chance to get more familiar about Europe and deaf people in Europe.
. Dissemination of results.
We agreed on making our project seen, in Internet, our schools, our environment and local authorities, so that, eventually we can also comment in the different activities and results.
. Minutes of each meeting.
We agreed on having all the Minutes, photographs and interesting materials published on the Blog.
MEETING AT KENTALIS, November, 1st, 14:10 hours
Attendants:
HOLLAND: Willemien Vereijken, Lammie Schulling, Hinke de Haan. (Específico)
TURKEY: Sakin San, Onur, Erhan akgözlü, ensar kelesoglu, secil selcuk, sengul yeltekin.
POLAND: Ewa Czerkawska.
NORWAY: Anlaug Stokka Urstad, Ellen Gjennestad.
SPAIN: Marisol Moreno, Julián Hidalgo.
AGENDA AND MINUTES:
. Schools presentation: size, teachers and students, location, studies and curriculum, deaf students, integration model.
After the presentation "in situ" of Kentalis where we have seen the school and the way they work, being a specific section of the school for deaf and hard of hearing children and young adults, Spain starts and Marisol welcomes all the members and states that the rest of us should explain the way education for the deaf is focused in each country. A presentation of IES La Rosaleda is viewed and explanations go on about the way we work in the integration programme for the deaf. The school counts around 2.500 students and 150 teachers. The range of studies includes VET, PET and A-levels. Deaf students can choose their studies according to their level and likes and they integrate in mainstreaming classes with sign language interpreters, and they attend support classes in the resource room.
We find integration in Norway, presented by Anlaug and we learn that Hetland is also a big institution and our partners are in upper secondary education where they teach Norwegian and English. They specialise in general studies with tuition in natural science, maths, languages, social science and economics. Since 1997, deaf students can choose to be taught in Norwegian or in Sign Language. Parents are provided with sign language lessons in order to facilitate communication with their children.
Poland is presented by Ewa whose school is specific for deaf students. It is public and they have 150 students. They provide vocational education and training in their Bakery and Cooking schools. There are 30 specific schools for deaf and hard of hearing students in Poland, 3 of which are in Warsaw.
Turkey is presented by the hand of Sakin. We view a school presentation and also a nice film about the delights of Izmir. Secondary teachers for deaf students with specific qualifications.
. Visits organization.
Since time is going fast, we decide to deal with the visits ornganization in the second item of the Agenda. Mobilities must be discussed since Italy is not in the project.
After a few interventions about the feasible dates due to exams a other obligations, it is agreed to meet in Poland with students in April the 10th, 2013. Turkey's visit is decided for September, 2013 and Spain for March, 2014. We have to decide about visiting Norway.
.Think of a logo and a slogan for the project. Let's get students involved.
We have started the project Blog and we designed a logo. There are other ideas that we would like to include in posters and the Cookery Booklet. Students are involved in the design and all ideas will be welcome and included in the products.
. Way to reach main objetives and sharing of tasks.
We intend to have communication among students via Internet. Gmail and Skype communication tools are proposed to hold video conferences. They will share experiences and work. They will learn about the other partners' countries and culture. They will get to know about life and education of deaf young people in other countries in Europe. They will research about the different Sign Languages involved. Through the knowledge of cookery, they will be stimulated to observe a healthy diet.
Students will work in their own school and share results online. When they meet, they can investigate about core subjects about their integration in their own countries.
To start with, Spain will be in charge of creating posters and Norway and Turkey will design and print the cookery books.
. Students implication (number and methods)
The aim is to involve as many deaf students as possible and get them involved in all the tasks.
. Products and evaluation of the proccess since the beginning.
Visual material like video, photos and documents will be produced and shared so that the work is known by all the members of the project.
. Make the project visible as much and as soon as possible: press, didactic magazines, seminars, TV, Web site, local authorities, etc. Elaborate visual and text documents to include in the Web from the beginning.
. European dimension of the project.
One of the essential goals of our project is the knowledge of all the partners, countries, culture, habits and the way young people feel about each others' nationalities, getting the chance to get more familiar about Europe and deaf people in Europe.
. Dissemination of results.
We agreed on making our project seen, in Internet, our schools, our environment and local authorities, so that, eventually we can also comment in the different activities and results.
. Minutes of each meeting.
We agreed on having all the Minutes, photographs and interesting materials published on the Blog.
Europe is undoubtedly the nourishment capital of the world. Don't get me wrong, there is stunning sustenance in different parts of the world likewise (India, Thailand and Mexico simply to name a couple of), yet in Europe there is such a variety of changed flavors and cooking over a compass of numerous nations that you could actually hit an alternate real feasting background every day of the week.
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