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14 WWW.UNWLA.ORG “НАШЕ ЖИТТЯ”, ЧЕРВЕНЬ 2017 sional ambitions. This helped Oleg Popov im- prove his skills as a teacher; GoFundEd helped obtain funding to buy new equipment for the lab. Now his class has dynamometers, an electric en- gine model, a tribometer, electromagnets, an electronic thermometer, a coil hank, a tool for studying isothermal gas processes and a lab kit for determining the length of light waves. Pro.Skills also helped Oleg implement blended learning and reversed classroom techniques. Children adore the innovations, and Oleg is cer- tain that contemporary kids need modern ap- proaches. He explains: “Pro.Skills focused on looking at the issue from the different angles, finding various resolutions. We learned rhetoric, emotions handling, new approaches and meth- ods for classes, project management, teamwork, finding resources for different situations.” Pro.Svit founders and team members share a lighter moment. Photo by Oksana Kovalyshyn. More than 100 teachers participated in the program during the 2015–2016 academic year, and some 40 projects were implemented in schools. The stories of other teachers involved in Pro.Svit are just as invigorating and revelatory as Oleg’s. Tatyana Bozhok shared her story of cre- ating Art-Lab, a creative space for children, at her school in Odesa. Tatyana said that involve- ment in Pro.Svit was initially a matter of per- sonal development, her approach to everyday life, her thoughts, her ideas. She couldn’t im- prove anything outside without changing on the inside. Pro.Skills helped her start implementing changes in her educational activities. Teacher- student interaction shifted. Children liked the new seating arrangements encouraged by Pro.Skills. Now they can not only see each other better but can also communicate, share each oth- er's successes, help and support one another. They learn to be team players and make deci- sions together. As Tatyana notes, ‘They don’t want to sit in three rows the old way anymore.” GoFundEd is a crowdfunding platform, which helps teachers back their school projects. Since it was launched in March 2016, more than 400,000 Ukrainian hryvni (around $14,000) have been raised for school projects initiated by teachers and NGO activists. First teachers sub- mit project descriptions on the platform. Multi- ple donors invest in the projects that appeal to them. Each donor receives a thank-you letter from the teacher and a report on the project when it is in progress and upon its completion. If the project doesn’t meet its funding goal, the do- nor’s investment is returned. For instance, Tatyana’s Art-Lab was raising money to buy equipment for creative art space for the school in Odesa. Just $1,000 was all the school needed to purchase a camera, a tablet, and headphones. With money Tatyana raised through GoFundEd, she designed and created an art-space that would evoke a desire to create, act, explore, learn, amaze, and be amazed. Oleg also explains how his students benefited: “Using GoFundEd we bought equipment, and now we use it during lab classes and practice. To understand any phe- nomenon or process in physics, one needs to make an experiment themselves.” The barome- ter from 1969 is still in his classroom. Oleg saved it as a memento and as an example of evolution in science. Tatyana described a recent class. It was the last class for the day, and the lesson began with a question: “Do you know about the girl who
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