Recognize - remedy - re-engage: the results of the Erasmus+ project

Within the framework of its activities in the field of IT, the Luxembourg Institute of Science and Technology (LIST) and its Luxembourg partner Marie-Consolatrice Private School recently presented the results of the Erasmus+ research project RECOGNIZE - REMEDY - RE-ENGAGE.

The aim of RE-ENGAGE was to tackle school drop-out rates by implementing a methodology comprised of three innovative pedagogical methods, namely: multiple intelligences, tangible interfaces and cooperative learning. LIST acted as coordinator, whilst also being involved in skills assessment.

The results of the work carried out over the two years of the project (2015-2017) were presented to the numerous participants present. In this context, the heads of partner schools committed to at least 30% of their teaching staff implementing this methodology, which promotes, first and foremost, pupil motivation, interest and integration. Thus, pupil learning becomes more meaningful and pupils have better self-esteem, which will contribute to reducing school drop-out rates.

Focus on the methodology used

First, the methodology entails a diagnosis. At the start of the year or term pupils fill in a series of questionnaires. From an analysis of the data gathered, the teacher gains an overview of the socio-educational situation and the relationships between pupils. Next, the teacher can use one or a combination of the different methods most suited to the characteristics and/or issues encountered in class. The methods are:

• Cooperative learning, which is a teaching and learning process focussing on the interaction between the pupils themselves. The pupil is placed at the centre of the learning process. The teacher acts as a guide and support figure during the lessons. This enables the pupils to be more involved in class activities. 
• Multiple intelligences theory (developed by American psychologist Howard Gardner) is based on the assumption that each pupil is unique and that intelligence is not a single general ability, but rather comprised of several types (verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical-rhythmic, interpersonal, intrapersonal and naturalistic). Knowing which type of intelligence is most dominant for each pupil enables the teacher to ascertain the best learning style for them, and to adapt materials and methods according to needs.
• The tangible user interface is a kind of 'screen' table that detects a series of objects placed on it. These objects can be manipulated and interact with the table. This allows several users to collaborate on the table simultaneously. Pupils can change the variables (inputs) and see the effect on the results (outputs). Thus, they can learn the relationship between inputs and outputs through experimentation and collaboration.

To go further...

For any additional information, please do not hesitate to contact the project manager at LIST, Hélène Mayer, by email.

Please also visit our dedicated project web page and the official project website.