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Open classroom – A European Commission Perspective
 

Open classroom – A European Commission Perspective

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    Open classroom – A European Commission Perspective Open classroom – A European Commission Perspective Presentation Transcript

    • Open classroom – A European Commission Perspective
              • 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
    • 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
    • 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
    • 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
    • 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
    • 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
    • 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)
    • 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
    • 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
    • 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
    • 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
    • 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
    • … 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
    • 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
    • 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
    • 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
    • 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
    • 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
      • 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
    • 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
    • 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
    • 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
    • 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
    • Activities
      • 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]