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School work culture & development of learning culture
School work culture & development of learning culture
School work culture & development of learning culture
School work culture & development of learning culture
School work culture & development of learning culture
School work culture & development of learning culture
School work culture & development of learning culture
School work culture & development of learning culture
School work culture & development of learning culture
School work culture & development of learning culture
School work culture & development of learning culture
School work culture & development of learning culture
School work culture & development of learning culture
School work culture & development of learning culture
School work culture & development of learning culture
School work culture & development of learning culture
School work culture & development of learning culture
School work culture & development of learning culture
School work culture & development of learning culture
School work culture & development of learning culture
School work culture & development of learning culture
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School work culture & development of learning culture

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Part of "Training of Trainers on Cross-curricular issues and …

Part of "Training of Trainers on Cross-curricular issues and
Students Assessment", 14th-15th July 2014. Kosovo, Pristina. "Kosovo Twinning" project.

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  • 1. Training of Trainers on Cross-curricular issues and Students Assessment 14th – 15th July 2014 MEST, floor IV Pristina
  • 2. Monday 14th July 2014 9.30 – 10.00 MEST: Opening and introduction 10.00 – 12.30 School working culture and development (in this presentation file) 12.30 – 13.00 Free discussion & networking 13.00 – 14.00 Lunch break 14.00 – 16.30 Students’ assessment Home work (in this presentation file)
  • 3. Tuesday 15th July 2014 9.30 – 13.00 Implementation of cross-curricular activities in the Curriculum Areas 13.00 – 14.00 Lunch break 14.00 – 14.30 Presentation of the internal assessment findings of 10 pilot schools 14.30 – 15.30 Evaluation workshop: The experience gained during a year implementing KCF – Challenges and Advantages 15.30 – 16.00 Conclusion & closing
  • 4. School work culture and development of the learning culture Esko Lius Expert, Digital Learning Twitter: @eskolius
  • 5. School work culture and development of the learning culture Leadership Strategic planning Collaboration Assessment & reflection
  • 6. Community Authorities Educators Learners
  • 7. • To develop reflective and autonomous teachers • Make continuous professional development a reality  • Help create learning organizations whose goal is continuous improvement  • Use the wisdom of the crowds on national & international level, harness best practice and build mechanisms to enable effective knowledge transfer • Make local connections, identify best practice and ‘crowd source’ their knowledge and skills Esko Lius 2014 Teacher professional development
  • 8. • Teacher as a role model and a model learner, including learning through failure • Teachers who continuously develop their own knowledge and skills • Teachers who collaborate, communicate, interact and share the organization’s knowledge-skill resources Esko Lius 2014 Changing role of the teacher
  • 9. Capacity to use knowledge and skills to solve real-world problems and to become a person who is creative, persistent, capable of positive and constructive interaction and who is open to change Esko Lius 2014 Why competence based curriculum?
  • 10. Esko Lius 2014 Curriculum area integration Group work
  • 11. • KCF is structured into seven curriculum areas • What structures and conventions of work culture support the integration of curriculum areas and the collaboration between teachers? What hinders it? 1. Each group (your colour) produces a SWOT analysis (1/2 hour) 2. Each group (your number) elaborates on this, instructions given later Esko Lius 2014 Curriculum area integration Group work instructions, phase 1
  • 12. • Form new groups according to your number • Find practical solutions, remedies and improvements to your sub topic (½ hour) • Number 1 > Strengths • Number 2 > Weaknesses • Number 3 > Opportunities • Number 4 > Threats • Visit all SWOT charts and use their input as your starting point • Use post-it notes, felt pens and produce a mind map Esko Lius 2014 Curriculum area integration Group work instructions, phase 2
  • 13. ”STRENGTHS”, supportive questions •How can these strengths expand to cover all? •What structures in work culture could support them? •Which are the most important ones for the curriculum area integration? Esko Lius 2014 Curriculum area integration Group work instructions, phase 2 - S
  • 14. ”WEAKNESSES”, supportive questions •What kinds of weaknesses are easiest to fix? •What structures in work culture could help? •Which are the most serious weaknesses for the curriculum area integration? Esko Lius 2014 Curriculum area integration Group work instructions, phase 2 - W
  • 15. ”OPPORTUNITIES”, supportive questions •Which co-operation or collaboration opportunities we can promote? •How can we help spreading the know-how about best practices? •Have we taken the learners themselves into the process? Esko Lius 2014 Curriculum area integration Group work instructions, phase 2 - O
  • 16. ”THREATS”, supportive questions •Which are the most serious threats for the curriculum area integration? •How can we turn them into opportunities? Esko Lius 2014 Curriculum area integration Group work instructions, phase 2 - T
  • 17. • … Esko Lius 2014 3) discussion about methods
  • 18. Esko Lius 2014
  • 19. Esko Lius 2014
  • 20. • Read Active Learning Approach (paper copy) • Watch video “How Youth Learn, Ned’s GR8 8” shortlink: http://j.mp/gr8-8 • Think about the message of the video in the light of Active Learning Approach • On Tuesday morning we will have a “goldfish bowl” discussion about active learning Esko Lius 2014 Homework for Tuesday

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