14 hu marta_Hunagary


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Presentation in Study Visit Grup.No. 192 (Barcelona), March 2012

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14 hu marta_Hunagary

  2. 2. RATIONALE 1.This primary school for students’ aged 6 to 14 uses reform pedagogy inspired differential teaching methods in heterogeneous classes that include children with special needs. The main objective is to offer learningopportunities to all children according to their ability, so that they can learnactively and independently, assess their own work and learn to cooperate in mixed-ability teams.
  3. 3. Putting up the Greek chiton
  4. 4. 2. Parents are engaged in different formal and informal meetings and in demonstration (open) lessons duringwhich they can observe their children in school learning situations. Teachers take part in each other’slessons to learn from each other, andbeginning teachers are paired with an experienced colleague to help them prepare the lessons.
  5. 5. Discussing the subject together in groups
  6. 6. 3. The special needs children spend nearlytheir whole school time with the other children, they study all subjects together. It is their belief that inclusion is good for every student.Especially for the handicapped children who arenot torn away from their everyday environment. Healthy children can experience thathandicapped classmates are the same like them, only they have other possibilities in some aspects. Everybody has stronger and weaker areas of abilities and that may be more salientfor the handicapped children. This is natural for children. We only have to help them to keep it like this.
  7. 7. A girl without arms is included in the class
  8. 8. 4. In this school students are in the centre of the education instead of the curriculum. That makes this school inclusive. So, the different kinds of students and their abilities determine the working of school not the standard curriculum. They try to get acquainted with the students, their social milieu and to work up personal relationships. The school starts with "talking circle". It means, every day children sit in a circle and they have informal conversation about their everydays.
  9. 9. Writing a name’s card in Greek letters
  10. 10. The girl is able to do everything with her legs.She does not need bigger paper for her letters.
  11. 11. TEACHING METHODSStudents can go on slowly or rapidly in the acquirement of knowledge and key skills. Teachers apply the differential teaching methods and cooperative learning instead of “frontal teaching”. In this manner they can go by the diversity of their students and by the idiosyncrasy of handicapped children.
  12. 12. Part of the project is making Greek salad together
  13. 13. It is absolutely naturally for everyone that this student takes part either
  14. 14. LEARNING AIMS- fully develop their abilities- play an active role in the process of learning- be able to learn independently- be able to realistically assess their own work- accept themselves and their peers- be able to cooperate with each other- have access to a broad scale of differentiated learning possibilities- study the same topic- be supported in a positive learning environment.
  15. 15. And without a hint of disapproval they eat all of it
  16. 16. FACILITATORS Our fundamental principle is that every member of the staff is responsible for the successful functioning of the school.Everybody is an "owner". We learn a lot fromeach other, for example we can take part in each other’s lessons and that helps us The beginners can choose a colleague who helpsthem in the preparation for the lessons. We regularly hold teacher’s meetings where we talk about educational situations.
  17. 17. In smaller grade: a special way of learning the letters. They play with the voices
  18. 18. LEARNING CONTEXT They’ve made a differential learning environment. The teaching methods are not standardized so they ensure diverse learning ways. Students can go on slowly or rapidly in the acquirement of knowledge and key skills. They also differ the curriculum into threelevels of complexity. They work with cards andworkbooks that contain the knowledge in three levels. In differentiated studying forms children do such exercises that are suitable for their basic needs, their previous knowledge, and their learning styles.
  19. 19. At the beginning the letters are formed of wooden discs.
  20. 20. PARENTS ALSO LEARN Parents can find the teachers with their questions, requests, problems or happinesswhenever they wish. They have special parents meeting. But it is a bit informal; its about parents general rearing problems orquestions. They have special Parents forum,when they invite a specialist (e.g. psychologist) and they think and speak about the topic together. They and the specialist can offer books in the topic and exercises for solving specific problems.
  21. 21. Maths is about the real life. They work with a shopping list and money. They have to decide how much they can afford, what should be wiped out from the list.
  22. 22. LEARNING OUTCOMESLearning is assessed in the first six years witha written evaluation and only in the seventh andeighth years pupils get marks and also a school report. The evaluation in school is based on apersonal system, containing the different levels of student’ achievement. The special needs children get their own special evaluation guidelines.Nobody drops out and nobody should stay downfor a year. Index numbers of further education are quite good, every student - special needs students too - can continue their studies in secondary schools.
  23. 23. This way even maths can be joyful and fun!