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"Τα ρόδα της αυγής..." (pdf)

Ποιήματα και διηγήματα που διακρίθηκαν
στον Β΄ Πανελλήνιο Μαθητικό Λογοτεχνικό Διαγωνισμό
του Π.Γ.Π.Π.: «Στη γειτονιά μου ή σε τόπους μακρινούς:
Ένα ταξίδι όπου υπάρχουν άνθρωποι» 

ISBN: 978-618-81862-1-7


«KULTURKIOSK» (Κιόσκι πολιτισμού): Ευρωπαϊκό πρόγραμμα ERASMUS+ KA2

Το Πρότυπο Πειραματικό Γυμνάσιο Πανεπιστημίου Πατρών υλοποιεί από το σχολ. έτος 2014-2015 ευρωπαϊκό πρόγραμμα ERASMUS-KA2 με θέμα:

«KULTURKIOSK» (Κιόσκι πολιτισμού)

και  Κωδικό: 214-1DE03KA201-001593_6.

Στο πρόγραμμα συμμετέχουν 7 Σχολεία από: Γερμανία (Βερολίνο-συντονιστικό Σχολείο), Αυστρία (Γκράτς), Ουγγαρία (Βουδαπέστη), Πολωνία (Γκντάνσκ), Φιλανδία (Ελσίνκι), Ιταλία (Νάπολι) και Ελλάδα (Πάτρα). Το πρόγραμμα θα διαρκέσει 3 χρόνια (2014-2017). Γλώσσα επικοινωνίας είναι τα Γερμανικά –πρωτίστως – αλλά και Αγγλικά & Γαλλικά.


Στην Παιδαγωγική Ομάδα του Προγράμματος συμμετέχουν ΟΛΟΙ οι εκπ/κοί του Σχολείου. Καθώς επίσης η Δ/ντρια (κ. Α. Μπαλωμένου) και η Υποδ/ντρια (κ. Χ. Διπλάρη) του Σχολείου μας.  Άτομο επικοινωνίας (contact person) του Προγράμματος είναι η κ. Χαρδαλούπα Ιωάννα.


Σκοπός του προγράμματος είναι : 1) η γνωριμία και χρήση/εφαρμογή διαδικτυακών εφαρμογών στη Διδασκαλία μαθημάτων και 2) ο συνδυασμός μαθημάτων Τέχνης κι Επιστήμης με γλωσσική διδασκαλία (διαθεματικότητα).

Παρακάτω η περίληψη του προγράμματος στα Αγγλικά, όπως ακριβώς είναι και στην αίτηση που κατέθεσε το συντονιστικό Σχολείο:


"The present project was inspired by an already existing objet d’art called "Kulturkiosk". The main task in this work is the training of skills that are essential for individual and reflected lifelong learning. In our project we are focusing on two main approaches:

Firstly, we concentrate on the equal use of analogue as well as digital means in school tuition. Whereas teachers frequently tend to undervalue the offers of digital gadgetry, students often use it for communication and for playing only. Our project will show both of them that much more is possible within the educational system.
Secondly, we try to combine modern professional education of Art and Science with the aims of language tuition.

The fact that young people often show a reserved attitude towards museums, even though efforts have been made to attract students, has led to the idea of intensifying an activity-oriented approach in museum work. Analogue conventional means of education will be carried out as well as classic means of museum work. We equally try to find out to what extent our youth may benefit from the use of existing digital means during the visit of a museum. Preferably, an „Individual Museum“ could emerge from this project.

The study group, consisting of seven advanced (resp.intermediate) schools from Italy(Naples), Finland(Helsinki), Greece(Patras), Poland(Gdansk), Hungary(Budapest) and Austria(Rein), are coordinated by a music-oriented school from Berlin

With the support of an external expert we have planned to publish our conventional learning results side by side with an interactive, free (school) book in which all the results of the project are documented and which even-handedly invites the students to participate and to continue work. It is a free-use international museum guide, multilingual, and will be available for museums as well as for schools. It can, moreover, be used to organize or realize youth trips.

We directly make use of specific partner’ existing experience and skills for the process of the project. The work with students is preceded by sensibly structured advanced vocational training for teachers. After working in their home countries the students are expected to realize concrete ideas (which they are interested in) in the museums together with their project partners. During work in museums we demand a high degree of participation in decision - making of our students. They choose the museums and decide on the emphasis of lessons within predetermined quality characteristics. Thus we hope to succeed in offering an approach to our work also in students with learning difficulties and social disadvantage.

In addition, long term stays, offered to our students, will be motivating. This kind of team work is totally new for several participating schools and is meant to be integrated into the project work in a profitable way.

The teacher training serves as a platform to exchange experiences, to find out about the different existing functions of work in participating countries and to learn something new. We plan these events with the help of the schools as well as their teachers’ experiences.

According to the example of the coordinating school we have planned to present the actually working cooperation between school and museum and to work out quality- criteria for such consortia, which should then be used for developing the results of our project.

At the Greek partner school a Europe-wide expert on the implementation of Web 2.0 tools is teaching the method in her lessons. She is going to provide an insight into this form of modern education together with her students and we will have the opportunity to test whether the use of this method is useful in the classroom or not. Subsequently, students are expected to organize an online conference to present these tools to their fellow students.

Advanced teacher training in Finland actually prepares the use of digital means in museums. The teachers will discuss the possible chances of realization together with the museum experts. The Finnish school will offer visits to lessons and prepare workshops in order to show how learning has changed since the introduction of tablets in school. It will be of special interest for us to compare the experiences of Finland and Austria (who have a different equipment approach –BYOD)

The teachers will explore their new skills and competences during the mutual project meetings on site and try to integrate them later on in their own teaching. The teachers will also act as mediators for colleagues of their departments."