Open classroom – A European Commission Perspective Nóra Milotay European Commission, DG Education and Culture

Nóra Milotay

European Commission, DG Education and Culture

Why this European Year on creativity and innovation? A celebration of Europe’s creative and innovative past, present and future A call for a better understanding of innovation and how it can best be promoted for Europe’s social and economic development An economic and social necessity for addressing crucial challenges such as resource scarcity, demographic developments or climate change

A celebration of Europe’s creative and innovative past, present and future

A call for a better understanding of innovation and how it can best be promoted for Europe’s social and economic development

An economic and social necessity for addressing crucial challenges such as resource scarcity, demographic developments or climate change

Why a European Year? To increase public awareness and interest To facilitate and stimulate policy debate To identify and disseminate good practices at all levels, European, national, regional and local To build a better basis for evidence-based policy-making

To increase public awareness and interest

To facilitate and stimulate policy debate

To identify and disseminate good practices at all levels, European, national, regional and local

To build a better basis for evidence-based policy-making

Main events of the Year Opening events, Prague 7 January Major conferences on education, culture, regional, business aspects… Debates for stakeholders and think-tanks Regional conferences and events on the promotion of innovation Ambassadors’ Manifesto Closing event, Stockholm 17-18 December

Opening events, Prague 7 January

Major conferences on education, culture, regional, business aspects…

Debates for stakeholders and think-tanks

Regional conferences and events on the promotion of innovation

Ambassadors’ Manifesto

Closing event, Stockholm 17-18 December

Shared implementation strategy Interservice working group at the Commission National coordinators Strong cooperation with regions Public and private partners and stakeholders Distributed planning and execution: inclusive branding policy

Interservice working group at the Commission

National coordinators

Strong cooperation with regions

Public and private partners and stakeholders

Distributed planning and execution: inclusive branding policy

The key contribution of stakeholders Joining the discussion: Ensuring that the EYCI addresses the right problems and opportunities Ensuring that the EYCI messages get through to interested parties Ensuring that the EYCI objectives become endorsed in education and training policy in 2009 and beyond

Joining the discussion:

Ensuring that the EYCI addresses the right problems and opportunities

Ensuring that the EYCI messages get through to interested parties

Ensuring that the EYCI objectives become endorsed in education and training policy in 2009 and beyond

Creativity and Innovation definitions ● Creativity Imaginative activity fashioned so as to produce outcomes that are both original and of value. NACCCE* (UK), 1999 * National Advisory Committee on Creative and Cultural Education ● Innovation A new or significantly improved product (good or service), or process, a new marketing method, or a new organizational method, busin n ess practice, workplace organization or external relations” Oslo Manual, OECD 2006

● Creativity

Imaginative activity fashioned so as to produce outcomes that are both original and of value.

NACCCE* (UK), 1999

* National Advisory Committee on Creative

and Cultural Education

● Innovation

A new or significantly improved product (good or service), or process, a new marketing method, or a new organizational method, busin n ess practice, workplace organization or external relations”

Oslo Manual, OECD 2006

Key drivers of the Year Creativity and innovation - in a wide sense , cultural, scientific, artistic and utilitarian aspects Lifelong learning and personal development - lifelong and lifewide - key competences Social and economic development - public and private sectors, growth and competitiveness, cultural dynamics, social inclusion (no talent should be lost)

Creativity and innovation

- in a wide sense , cultural, scientific, artistic and utilitarian aspects

Lifelong learning and personal development

- lifelong and lifewide

- key competences

Social and economic development

- public and private sectors, growth and competitiveness, cultural dynamics, social inclusion (no talent should be lost)

In a nutshell Promoting creativity and fostering the innovative capacity of individuals and organisations to meet their personal, economic and social objectives

A time for collaboration Creativity and innovation are personal capacities requiring a social context Wide consensus in the collective, collaborative nature of innovation - social, organisational or research-based We live in a networked society, and ICT provides unprecedented tools for sharing and for collaboration

Creativity and innovation are personal capacities requiring a social context

Wide consensus in the collective, collaborative nature of innovation - social, organisational or research-based

We live in a networked society, and ICT provides unprecedented tools for sharing and for collaboration

Beyond 2009 The new Strategic Framework for policy cooperation in education and training Creativity and innovation as a fourth pillar Need to develop new monitoring and peer learning tools and methods Agenda for cooperation in schools policies Post-Lisbon Strategy and Recovery Plan Creativity and innovation as core social and economic drivers: the key role of education

The new Strategic Framework for policy cooperation in education and training

Creativity and innovation as a fourth pillar

Need to develop new monitoring and peer learning tools and methods

Agenda for cooperation in schools policies

Post-Lisbon Strategy and Recovery Plan

Creativity and innovation as core social and economic drivers: the key role of education

Education, creativity and innovation Education for creativity and innovation: Talents to be spotted and grown Capacities to be taught and built upon Attitudes to be nurtured and strengthened Creativity and innovation: A permanent quest for improvement A must for personal and social development Core drivers and values for education

Education for creativity and innovation:

Talents to be spotted and grown

Capacities to be taught and built upon

Attitudes to be nurtured and strengthened

Creativity and innovation:

A permanent quest for improvement

A must for personal and social development

Core drivers and values for education

Teachers as key stakeholders Teachers as the key success factor Teachers and parents as main talent spotting and nurturing actors Schools, including early learning, as a strategic time and place for talent Schools as a key stage for developing a lifelong learning attitude

Teachers as the key success factor

Teachers and parents as main talent spotting and nurturing actors

Schools, including early learning, as a strategic time and place for talent

Schools as a key stage for developing a lifelong learning attitude

Skills needs

What does research say about the skills needed for creativity? High levels of motivation Self confidence Knowledge base Skills for gathering and storing information Systematically experimenting Developing and employing problem solving strategies Reasoning by analogy Gaining insight Making connections; seeking links Evaluating, selecting criteria

High levels of motivation

Self confidence

Knowledge base

Skills for gathering and storing information

Systematically experimenting

Developing and employing problem solving strategies

Reasoning by analogy

Gaining insight

Making connections; seeking links

Evaluating, selecting criteria

… and a capacity to Analyse data, recognise patterns and relationships Be aware of underlying principles Be curious/ questioning Learn from mistakes Cope with complexity Imagine Entertain alternative hypotheses Be independent in judgement and thinking Be flexible

Analyse data, recognise patterns and relationships

Be aware of underlying principles

Be curious/ questioning

Learn from mistakes

Cope with complexity

Imagine

Entertain alternative hypotheses

Be independent in judgement and thinking

Be flexible

Some schools struggle to innovate …

… and innovation is not always successful

Creative partnerships asked their teams to describe successful creative schools and they said, they were: Imaginative Confident decision makers Good at taking and managing risks Full of questions Full of ideas Emotionally literate Persistent and resilient Critical reflectors

Imaginative

Confident decision makers

Good at taking and managing risks

Full of questions

Full of ideas

Emotionally literate

Persistent and resilient

Critical reflectors

http://ec.europa.eu/education/policies/2010/objectives_en.html#basic Key competences Competences overlap & interlock Mother tongue Foreign languages Math & science Digital Learning to learn Social & civic Entrepreneurship Cultural Underpinned by … Critical thinking Creativity Initiative taking Problem solving Risk assessment Decision taking Managing feelings… implications for… School curricula School organisation Teacher education Teachers ways of working

Competences overlap & interlock

Mother tongue

Foreign languages

Math & science

Digital

Learning to learn

Social & civic

Entrepreneurship

Cultural

Underpinned by …

Critical thinking

Creativity

Initiative taking

Problem solving

Risk assessment

Decision taking

Managing feelings…

Cross country analysis: Implementation of the strategy Shift from viewing knowledge as a static body Transversal competences -Whole school tecahing of traditional competences, embedding these in other subjects For success political committment and well orchestrated implementation strategy needed MSs that are successful are: Setting appropriate curriculum goals and standards Developing teacher competences Shaping school practices (innovation support, school development, leadership) Giving appropriate feedback through assessment and evaluation

Shift from viewing knowledge as a static body

Transversal competences

-Whole school tecahing of traditional competences, embedding these in other subjects

For success political committment and well orchestrated implementation strategy needed

MSs that are successful are:

Setting appropriate curriculum goals and standards

Developing teacher competences

Shaping school practices (innovation support, school development, leadership)

Giving appropriate feedback through assessment and evaluation

Teacher education Research Evidence teacher quality significantly and positively correlates with pupil attainment most important within-school aspect explaining student performance (greater effects than school organisation, leadership or financial conditions) in-service teacher training correlates positively with student achievement

Research Evidence

teacher quality

significantly and positively correlates with pupil attainment

most important within-school aspect explaining student performance

(greater effects than school organisation, leadership or financial conditions)

in-service teacher training correlates positively with student achievement

Teachers sometimes under-estimate their pupils …

… and fail to see their potential

… and pupils don’t always learn what teachers intend

Teacher: A more complex , more demanding profession task: to help each young person: acquire basic knowledge acquire key skills and attitudes become autonomous learners become life-long learners co-construct learning

Teacher: A more complex , more demanding profession

task: to help each young person:

acquire basic knowledge

acquire key skills and attitudes

become autonomous learners

become life-long learners

co-construct learning

A more complex, more demanding profession individualised teaching and learning collaborative and constructive approaches to learning facilitator / classroom manager (rather than ex-cathedra trainer) more heterogeneous classes new technologies school management tasks …

A more complex, more demanding profession

individualised teaching and learning

collaborative and constructive approaches to learning

facilitator / classroom manager (rather than ex-cathedra trainer)

more heterogeneous classes

new technologies

school management tasks

…

Communication provision for teacher education / professional development is coordinated, coherent, and adequately resourced all teachers possess knowledge, attitudes and pedagogic skills they require to be effective support professionalisation of teaching promote culture of reflective practice and research promote status and recognition

provision for teacher education / professional development is coordinated, coherent, and adequately resourced

all teachers possess knowledge, attitudes and pedagogic skills they require to be effective

support professionalisation of teaching

promote culture of reflective practice and research

promote status and recognition

Schools communication:Focus on competences Key Proposals for Cooperation implement Recommendation on Key Competences action plans on reading literacy and numeracy reinforce transversal competences, esp. learning-to-learn comprehensive approach to competences: curricula, materials teacher training personalised learning assessment techniques

Key Proposals for Cooperation

implement Recommendation on Key Competences

action plans on reading literacy and numeracy

reinforce transversal competences, esp. learning-to-learn

comprehensive approach to competences:

curricula, materials

teacher training

personalised learning

assessment techniques

Schools communication: High quality learning for every student Key Proposals for Cooperation implement Council Conclusions on efficiency and equity generalise access to quality pre-school education measure, improve system equity; reduce quality differences between schools facilitate successful transitions reduce early school leaving support students with special needs in mainstream schooling

Key Proposals for Cooperation

implement Council Conclusions on efficiency and equity

generalise access to quality pre-school education

measure, improve system equity; reduce quality differences between schools

facilitate successful transitions

reduce early school leaving

support students with special needs in mainstream schooling

Schools communication: Teachers and school staff Key Proposals for Cooperation implement Council Conclusions on quality of T Ed. make T Ed. coherent, adequately resourced, quality assured improve supply, quality and take-up of in-service T Ed. attract most able candidates, select best applicants, place good teachers in challenging schools improve school leader recruitment, let them focus on improving learning

Key Proposals for Cooperation

implement Council Conclusions on quality of T Ed.

make T Ed. coherent, adequately resourced, quality assured

improve supply, quality and take-up of in-service T Ed.

attract most able candidates, select best applicants, place good teachers in challenging schools

improve school leader recruitment, let them focus on improving learning

ICT The use of ICT for innovation and lifelong learning –SWD as a basic education and training tool as an enabler of lifelong learning - key driver for creativity and innovation (social computing - including learning outside the formal settings and at the workplace) Case studies from the cluster

The use of ICT for innovation and lifelong learning –SWD

as a basic education and training tool

as an enabler of lifelong learning

- key driver for creativity and innovation (social computing - including learning outside the formal settings and at the workplace)

Case studies from the cluster

Activities LLP programme Comenius and eTwinning Survey on Creativity (till 15th of October, 8034 answers, top Greece, Turkey, Italy and Spain)

LLP programme

Comenius and eTwinning

Survey on Creativity (till 15th of October, 8034 answers, top Greece, Turkey, Italy and Spain)

http:// create2009.europa.eu Thank you very much for your attention. [email_address]

Thank you very much for your attention.