Transcript Slajd 1 - eTwinning

Management in
an eTwinning school
Elżbieta Gajek PhD Eng.
Cracow
25 February 2012
School collaboration models
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Teachers collaboration 1
In each eTwinning project there are two projects
Outer project
– with foreign partners
Inner project
- with z learners and teachers in own school
Organizing of eTwinning projects
eTwinning project
in class,
out of class, e.g.
in a European club,
extra media education groups,
IT classes,
culture or language groups.
Teachers collaboration 2
Needs to be coordinated
The role of coordinator is assigned to headmaster, language teacher,
IT teacher
Teachers share project work according to their subjects or specialty:
IT teacher is responsible for technology: communication, blogs, films
Art and Music teacher is responsible for artistic effects
Biology and Geography teachers are involved in nature projects
Maths teacher is the key person in maths projects
Science and Chemistry teachers are involved in science and nature
projects
History and Social Science teachers work in culture and social projects
PE teachers are involved in sports projects
Language teachers either run their own linguistic and cultural projects
or help in any other projects
Teachers collaboration 3
Planning: aim must be SMART (ER)
S. Simple, also specific
M. Measurable,
A. Achievable, also attractive
R. Relevant, also meaningful
T. Timely defined, with clear deadlines
E. Exciting, also fascinating
R. Recorded, on paper or disk
Teachers collaboration 4
Projects in kindergarten – all children are involved
Projects in school libraries – volunteers
Projects with learners with special needs
(impaired or talented)
Projects in vocational schools
Projects in general education schools become
everyday practice
What is known about brain ?
„What drives people is not facts and numbers but emotions and
stories, and most of all other people” (Spitzer, 2002, 2007)
Connections in our brain are formed in actions.
Mindfulness enhances the activity of brain areas.
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PE lessons require sweating
Music lessons – playing and singing
Art lessons – drawing, painting e.t.c.
Maths lessons – emotional discovering of rules and principles
Language, Culture and Social Science lessons – contact with
cultures in foreign languages
• IT lessons – using IT tools in meaningful activities
Knowledge about brain
Variety of experience triggers a feedback system in the brain
„ a wise man will win the best education on the road”
(Goethe).
The more diverse views and experiences of other people's
behavior, the better the ability to solve complex social
relationships (Spitzer 2002).
Projects reduce the monotony of the content
Brain and motivation 1
Motivation is like hunger – produces itself
It requires great effort to wean children from constantly asking
questions (Spitzer 2002, 2007).
Everything is fascinating. Only a teacher who is enthusiastic
about his or her work and subject will move this enthusiasm –
emotion – onto the students.
Brains cannot be given anything – even values.
They produce everything on their own.
Can we tell children how to talk and walk?
We just need to create opportunities.
Brain and motivation 2
Master circle (for Maths Butterword 1999)
Contentment
Prize
Joy of Mathematics
Good results
More Mathematics
Skills > requirements
More learning
Brain and motivation 3
The vicious circle of frustration and fear of school
(for Maths Butterword 1999)
frustration
punishment
fear
bad results
avoidance
skills < requirements
lack of learning
Knowledge and experience
„If students are unable to bind the content of what is
presented at school with their very individual life experiences
- they do not learn anything.” (Spitzer 2002, 2007)
Teachers as adult learners also need to bind their
professional activities with their life experience
Headmasters ……
Learning for life not for
the class test
In an international team of enthusiasts
Subjects are artifical
eTwinning promotes holistic, integrated and
in-block learning for learners and teachers
Every 45 minutes a different world
Lack of coherence between the content of subjects
Little control over life and school activity
Greater emphasis on the past than on the future
Many negative emotions
Examinations and tests
Key competences
for lifelong learning
defined by European Parliament and of the Council
on 18th December 2006
1. communication in the mother tongue
2. communication in foreign languages
3. mathematical competence and basic
competences in science and technology
4. digital competence
5. learning to learn
6. sense of initiative and entrepreneurship
7. cultural awareness and expression.
Connectivism
Georg Simens 2004
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Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate continual
learning.
• Ability to see connections between fields, ideas, and concepts is a core skill.
• Currency (accurate, up-to-date knowledge) is the intent of all connectivist
learning activities.
• Decision-making is itself a learning process. Choosing what to learn and the
meaning of incoming information is seen through the lens of a shifting reality.
While there is a right answer now, it may be wrong tomorrow due to
alterations in the information climate affecting the decision.
8 big ideas of constructionism
Papert 1999
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learning by doing
technology as building material
hard fun
learning to learn
taking time
can’t get it right without getting it wrong
do unto ourselves what we do unto our students
we are entering a digital world
To sum up
If Johnny was variant, John is tolerant
What Johnny has not learned, that John will not know.
Communicative, cultural, linguistic, technical, emotional diversity in
eTwinning projects form the neural connections in the brains of
children and will contribute to their future cognitive performance,
problem-solving skills and ability to cooperate
Thank you
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