Transcript 2nd PEK of Athens

2nd PEK of Athens
Απολογισμός πρώτου έτους
First year report
AN IMPORTANT INITIATIVE
The participation of the teachers of
primary and secondary education in new
forms of training to intercultural
education, in terms of a European project,
has special significance to a country as
Greece in which the 8% of the student
population is constituted by foreigners or
repatriates.
PARTICIPANTS
The announcement of the programme was greeted
with a lively interest from the teachers, as there
have been 184 applications, 173 from the primary
education and 11 from the secondary education.
After drawing lots, 30 people were selected to
participate in the programme (25 primary education
teachers and 5 secondary education teachers),
from 17 schools (16 primary education and 1
secondary education), from 10 different regions of
Attika. The 2nd PEK has notified officially the
general directors of the area and the school
advisors of the 30 teachers’ participation.
School advisors, general directors and advisors
from the Pedagogic Institute have attended the
works.
FIRST YEAR ACTION PLAN
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The teaching material and the suitable bibliography were included in
a 95 pages handbook that was given to the participants. The
handbook included:
1. An introductory note that presented the programme “Learning by
Sharing” and its aims.
2. A series of texts/articles in Greek and English regarding:
(a) the cooperative teaching and learning and its implementation in
a school class
(b) the intercultural education and the introduction of the students
with different cultural background in the learning class environment.
3. A toolkit that a teacher can use to impellent cooperative methods
in an intercultural class.
4. A list of websites, relevant to the cooperative learning and the
intercultural education, and a selection of relevant bibliography.
• The first year programme has been determined as follows:
FIRST PART: SEMINARS
Saturday 15 February 2003
• Salutatory to the participants from the assistant director of the 2nd
PEK of Athens Vassilis Dimitropoulos, analysis of the aim and the
target of the programme. A few words from Vasso Yannakopoulou
and Alexandra Vasiliou. Introduction of the educators from the
University of Athens (UoA), Amalia Chatzinikolaou and Yannis
Roussakis, to the teachers.
• 9 :15 -11:30
• Intercultural Education: A necessity of our School Reality.
• An introduction to the intercultural approach of teaching and
learning as this is dictated by the contemporary social conditions
and the composition of the school population.
• 11:30-12:00 Break
• 12:00-14:15
• Elevating all students to protagonists of the learning process by
means of cooperative learning.
• Presentation in the form of a lecture, along with the use of
audiovisual means, of the concept of the condition, of the basic
theoretical and scientific principals and the contemporary social
landscape that necessitate the use of the cooperative learning.
Saturday 22 February 2003
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9 :15 -11:30
Diversity: Enriching schooling and learning.
A presentation of the potentiality of students
with different cultural background to be
incorporated in a cooperative environment.
11:30-12:00 Break
12:00-14:15
Learning by sharing with peers in the class.
Setting the trainees in workgroups and
experience work through intercultural
orientation for the dynamics of the cooperative
method.
SECOND PART: WORKSHOPS
February-March
• Planning of implementation strategies of
the project in the participants’ classrooms.
• Meetings of the educators with the
trainees in groups for the supply of
assistance concerning the planning and
trailblazing.
THIRD PART: ILLATION
Saturday 29 March
• 9:15-12:15
• Plenary session, Second Year Action Plan
Discussion, concerning acquired
experience, Project evaluation.
SECOND YEAR PLANNING
• All primary and secondary education
teachers who participated in the 1st year of
the project and submitted their plan to be
implemented during the next school year
have committed themselves to carry out all
actions required by the project
coordinators, ensuring the success of the
project.
• The PEK and UoA steering teams have
worked out a work plan to monitor, assist
and complement the actions of the trainees.
A draft outline of this work plan goes as follows:
  Plenary meeting of all parties involved in the project, early
September, to reinforce and discuss second –year planning.
  Separate group meetings of the thematic and cooperative groups,
with the participation of the PEK and UoA teams, to discuss last minute
details or any other development concerning the implementation of the
pre-determined projects.
  Frequent feedback meetings, both with each cooperative workgroup
and in plenary sessions, to review the implementation of the projects
and share experiences.
  Extraordinary meeting for guidance and counseling in every
occasion that something not anticipated comes up, or the trainees feel
they need such a meeting.
  Close monitoring of the development and use of instructional
materials, which will add to the quality of the instructional process, and
will help disseminating innovative and fruitful ideas.
The Greek teams are ready to implement any other suggestion which will
be made during the Poland meeting.
NEXT YEAR PLAN ACTION
• Through work, exchange of views that took
place in workshops and the co-operation of the
participants with the educators was formed the
following action programme for the next year
with vivid interdisciplinary tone. Some of the
subjects caused the collaboration of more than
one participants and a number in parenthesis
indicates this.
• Analytically, per thematic unity:
INTERCULTURAL - ANTIRACIST
(INTERDISCIPLINARY APPROACH)
• Racism: A first approach- sensitization
• Babel: The body language as a common
language of communication (2)
• The king and the nightingale: A plan of
interdisciplinary approach through a fairy tale
(5)
• Group communication (4)
LANGUAGE SENSITIZATION
• Language rousement through fairy tales-mythstexts
• Intercultural Education: Reading skills.
• Language Teaching in a reception class: a
cooperative approach.
HEALTH EDUCATION
• Health education: dental care and nutritional diet
• Mediterranean diet
• Healthy diet customs
ENVIRONMENTAL – ECOLOGICAL
• Environmental work
• Plants and animals of Greece
• Ecologic fairy tales
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HISTORICAL - CULTURAL
• Folk songs
• Rigas’ vision
• Acquainting Greece
• Time: a cooperative - interdisciplinary
approach.
EVALUATION
• The first year works have finished with
the evaluation of the transactions and the
formulation of proposals for the
improvement in the entire procedure.
• Below is the evaluation of the programme
with the presentation of the participant’s
answers in percentage.
• OTHER ASPECTS ABOUT THE EVALUATION
(The numbers show the number of people that expressed the
specific proposal)
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ADD BELOW ANY OTHER FURTHER ASPECTS ABOUT THE
COURSE WHICH HAVE NOT BEEN CONSIDERED PREVIOUSLY OR
THAT YOU WISH TO EXTEND.
• High-level project, efficient guidance from the trainers.
• Additional supportive materials.
• Reclaiming participants’ experience on issues of intercultural
education.
• Cooperative learning should occupy more time in the project
(3).
• Possibility of participation in C.2.1 activities of the whole school
unit personnel.
• WHICH ASPECTS WOULD YOU LIKE
STUDYING IN DEPTH?
• Would you be interested in continuing the
course with a Seminar or a Working Team
about the subject?
• Theoretical aspects in workgroups (2).
• Workgroups (4) Plenary Discussions (3).
• Hands-on implementation in an actual school
classroom with the support of the trainers.
• IMPROVEMENT SUGGESTIONS (contents, timing, duration...)
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Saturday as the day of the group meetings.
Discussions in a foreign language.
Discussions on educational issues with educators from other countries.
Exemplary teaching by educators who have implemented cooperative
learning methods in their classes in all education levels.
More Time. More group work
Active participation of Educators who must implement specific projects.
Making relevant literature available to participants.
Informing about the results of research relevant to implementing
programme of intercultural education.
In-depth investigation of issues of intercultural education.
Issues more relevant to secondary education.
Concern of the language problems and evaluation problems of foreign
students.
More specific content.
Less time for the project.
Students with learning difficulties.
Visits to project participant countries.
Feedback meeting to check that everything is o.k.