RELATÓRIO DE ACTIVIDADES - Esds1.pt

Partnership (e.g. regular evaluation sessions, questionnaires for participants, etc).
Besides the project meetings, which were very important in the schools, there were also
regular self-evaluation sessions, in the participating schools. During the evaluation we
asked regularly our students their opinion about the different lessons carried out, and
also asked the opinion of those teachers who were not working in the project. We
usually got a positive feedback and this always encouraged us to continue and finish
the work. The guestbook comments also helped us in the evaluation.
What were the main conclusions and consequences of the monitoring and
evaluation?
The main consequences were that we really worked out a very useful web page and our
experiences can be used by other teachers as well. The teachers working on the project
got the idea how to teach using the Multiple Intelligences, so this way it seemed that the
project also contributed to the better knowledge of our students. It also focused our
attention to the importance of team work.
5. Specific measures (if applicable):
If your Partnership planned at application level to address the theme of
intercultural dialogue, please specify any concrete measures and activities
undertaken, at local as well as at Partnership level:
No.
If your Partnership planned at application level to address one of the 2007
Comenius priorities of the European Call for proposals (see list at the end of this
form), please specify any concrete measures and activities undertaken, at local as
well as at Partnership level:
No.
PART B (concerning your own institution)
6. Quantitative data
Please indicate in the table below the total number of staff and pupils from your
institution, as well as the number of representatives of associated partners (and
accompanying persons in the case of mobility) from your institution involved in
Partnership activities and mobilities 1:
1 Please bare in mind that this is the total number of teachers and pupils, representatives and
accompanying persons, both male and female. When referring to individuals – teachers
and/or pupils - with special needs the number to be presented should be taken out of the
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Anexo II