In the recent years, a lot of people with different religions, cultures and social situations tried to enter the European Union to escape military conflicts or persecution. These developments have led to fears among many regarding their own political and social future, resulting in an increase in nationalism, populism and the tendency to create mental and physical borders all over Europe. The European Union had been created to unite and integrate people with various religious, cultural or social backgrounds. The given project „Ethos of Europe – Acting for integration“ tried to revive this concept among young European citizens by bringing them together and letting them create and express their personal ideas of integration and European culture.Students from Italy, Spain, Lithuania, Portugal, Austria and Germany had already worked together in a previous project called „Sound of Europe – we are making radio “. The students took part with a lot of motivation and were very interested to contribute to the project work. In this project, 24-30 students from all countries would participate in project meetings, which all partner schools would host. They were accompanied by teachers of the respective schools, who moderated and evaluated the project work. During their visits there were also cultural and social events in order to facilitate a sense of community and to get to know the habits and traditions of each country.But beyond thatthe project opened the way to reach more people with the ideas and outcomes of this common work. Students became more open-minded, were able to work in international groups in another language than their mother tongue and were happy to create something very new to share with others. With different tools we created new interesting ways of learning for our students: acquiring skills like e.g. writing poems/short stories, making short (documentary) movies, acting scenes, creating photo exhibitions and other artistic expressions. They were integrated in any part of project managing like looking for partners, working together on workshops and create their own products. Knowledge of different tools/techniques like editing, rehearsing, writing and acting were established. With this the students received a lot of possible benefits such as becoming more open-minded citizens, acquiring diversity management abilities, intercultural competences mixed with digital and artistic competences and/or other benefits of creating products as a means of an alternative instrument for learning.Teachers learned about the transnational aspect of teaching and learning, had the opportunity to improve their English and their capacity to work in teams. Schools could offer more international aspects to parents and pupils. The evaluation and dissemination of the project results to the other participants were realized through virtual platforms such as Twinspace and social media, so local authorities could benefit from the outcomes of the project and use it for social, cultural and youth policy objects.However, the Corona Pandemic in early 2020 led to a prolonged hiatus. The mobilities in Naples and Valencia were cancelled, and at that time it was not clear how and if the project could be brought to a satisfying conclusion. Since the project was supposed to end at the end of August 2020, it was prolonged by the national agencies to make the two remaining project activities possible. In March and May 2021 we were able to do these project ways virtually, hosted by the Italian school in Naples and the Spanish school in Valencia respectively. This was something that only few people in the project had experience with, but the results and the reactions by all participants showed that these two activities were a great success, given the circumstances. In general it can be summarized that, even though there were some huge obstacles along the way, the project as a whole can be considered a great success.

The acknowledgment of heterogeneity in groups of learners is imperative in education and is seen as a great potential for education. Principally, heterogeneity in learning groups is caused by individual students. However, it has also increased due to restructuring in the educational system (comprehensive and community schools), students with a range of language proficiencies (migration) and the desire for inclusive education. These changes have increased the importance of differentiation (internal differentiation) in the classroom and the professionalization of teachers.The design of individual learning opportunities can be put into practice in different ways. This project addresses differentiation regarding student performance (individual performance training). School education should teach the basics of natural sciences. Scientific methods of cognition, such as experimentation, are of great importance in teaching. Students should develop an understanding of the experimental method (learning about science) and the respective competences to apply it (skills and abilities: Doing science). In the acquisition of competences relevant for experimentation, content competences (What is an experiment? How is the experimental process structured? etc.) and procedural competences (ability to pose questions, generate hypotheses, conduct experiments etc.) can be distinguished. While many differentiation concepts and practice examples exist for content competences, these are missing for procedural competences (especially for experimentation).This need is being addressed in the project. The project partners will contribute their different expertise to develop a differentiation concept for performance differentiation in inquiry-based learning with a focus on experimentation. The development focus is on procedural competences. By a differentiation concept we understand the description of different task types (based on individual learning levels) for the individual sub-processes of the experimental process. The task types enable the further development of partial competences. If the task types are provided with concrete learning content, exercises can be created. The sub-processes of the experimental process are: developing a question, generating a hypothesis, planning an experiment, conducting an experiment, evaluating an experiment, drawing conclusions. To elaborate the concept, the need for differentiation at schools will be identified and the national analyses conducted earlier will be combined into a transnational analysis in the context of meetings and observations. Since the differentiation concept will be developed by project staff from four European countries, experts in didactics and methodology and teachers, it can be used all over Europe. Particular attention is given to the cooperation with schools as project partners who test and evaluate the concept and the respective teaching materials. The differentiation concept for experimenting is presented in a manual providing practical examples and teaching materials for clarification. The manual is intended to serve teachers, student teachers and students as a reference book and to build up knowledge.In order to introduce the manual into school practice, it will be used to develop seminars which are then presented to science teacher students and in-service training programs. The seminars and in-service trainings will be established at the universities of the project partners.The publication (open resource) of the manual and the pre- and in-service training are intended to promote the professionalization of teachers and thus improve school practice.

"In times of decreasing cohesion and solidarity between European countries and regions it was getting more and more important to be in contact, look for the needs and opportunities of the others and work together. We enabled this for pupils, teachers and stakeholder of this project. Seven Schools of General Education with secondary level from 6 countries worked together in workshops, national and transnational meetings, to be able to create radioclips and results with intellectual outputs provided at the internet.""Sound of Europe - we are making radio"" allowed us to create radioclips and emissions about common themes together.This gave us the opportunity of learning and teaching in an amusing touch, new ways and open frame, related to the needs of the participants. Bringing outputs like a community where it´s possible to share ideas, reflexions, stories and poems, sounds and music of different countries and regions were a tool for more cooperation. Regional and European themes like sounds of our school, sounds of our region, interviews, stories and music, apps to use for tourism and traveller-information, situation and development of the migration in the different regions in a European context or other relevant European discussions have been held at schools and with stakeholders and on social- and other media.But beyond that we opened the way to reach more people with the ideas and outcomes of this common work. Pupils should have become more open-minded, should be enabled to work in international groups in an other language than their mother-tongue and be happy to create something very new to share with others. Teachers should have learned more about the transnational aspect of teaching and learning, had the opportunity to increase their English and their capacity to work in teams. Schools offered more international aspects to parents and pupils. Local authorities were able to present their special culture, surroundings, could enjoy the outcomes of the project and use it for touristic, social, economic and youth-policy objects. Regional and national/international radio-enterprises can cooperate and the founding of an european radio-station for pupils should have been one possible target of this project - but this goal was reached. Therefore, it can only be carried out transnationally! We worked on the topic of making radio and working on national stereotypes at the beginning due to the cross-disciplinary quality of the above topic, which allowed integrating it in many areas, we could deal with other subtopics such as music or tourism in each of the cities participating in the project. European citizenship versus national identity, creativity and culture through radio.In order to realize our project, we meaned to apply a ""learning by doing"" way of teaching. The creation of a radioclip allowed the students to apply their technological knowledge and to have a feedback of it. The students were the main protagonists of an active cognitive way based on research-action processes finalized to produce improving changes in the learning process. Brainstorming, problem solving, simulation, peer education have been at the base of a new inclusive methodological approach in which knowledge is a social process which comes out from the constant relationship with others. The students useed different sources to gather data and obtain relevant information; they planed the activities, valued the outcomes, and proposed creative and alternative solutions. The results assessments and transmission of the work to the other groups happened through our virtual platforms, which will help to be aware about the use of the digital. The teachers guided all the phases of this learning process, having a leading role in flipped classroom activities and used experiment innovative learning methods which were shared with the work group."