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Future Classroom Lab


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Παρουσίαση του εργαστηρίου Future Classroom Lab και των δράσεών του, από την Elina Jokisalo.

Published in: Education

Future Classroom Lab

  1. 1. Rethinking teaching and learning
  2. 2. • Pic of school 100 years ago 19th Century Learning
  3. 3. Creativity Communication Collaboration Digital competences Critical thinking Personal and social responsibility Key 21st century skills 21st century skills
  4. 4. Creativity Communication Collaboration Digital competences Critical thinking Personal and social responsibility Key 21st century skills 21st century skills
  5. 5. In the future, learning is expected to be more personalised, collaborative, informal, competence-based and supported by flexible and dynamic (virtual) environments and a range of tools which facilitate learning within and outside schools.
  6. 6. Survey of schools: ICT in Education (2012) Teachers’ use of ICT in more than 25% of lessons 6 Source:
  7. 7. A holistic approach to teaching and learning and 21st century skills A flexible learning space to experiment with different styles of learning, facilitated by technology, furniture and design. A space to promote discussion on future learning strategies with teachers, students and policy makers. | #fcl_eu
  8. 8. Activities in the Future Classroom Lab For Policy-Makers • Tours • Thematic briefings (e.g. coding, mobile learning) • Safer Internet Day, EC Thematic Working Group, Flemish Ministry events, events by FCL partners For teachers and teacher trainers • Workshops and courses for continuous professional development (e.g. collaborative learning, creative use of multimedia, 1:1 pedagogies, eSafety…) • Workshops through EUN projects
  9. 9. FCL Learning Zones
  10. 10.  Using technology to enhance interactivity and student participation in traditional learning spaces.  Rearranging physical space  Opportunities for students to be active in different ways that support their own learning styles  Interactive whiteboards together with media rich content and learner response devices  1:1 computing allowing for more personalised learning, and enhancing student motivation  From supervision to communication with the help of technology (e.g. classroom mgmt. solutions)
  11. 11.  Peer-to-peer collaboration skills (ability to collaborate with others)  Integrating teamwork into different activities: investigating, creating and presenting.  Augmenting the quality of collaboration through ownership, shared responsibility and decision-making process within groups.  Face-to-face and synchronous / online and asynchronous  Learning by playing: digital games and simulations for more engaging learning  Brainstorming, a great group activity, allows to exercise natural creativity and imagination.
  12. 12.  Learning by exploring: students can construct models, test ideas and evaluate the results themselves.  Promoting students’ problem-solving and critical thinking skills through inquiry- and project-based learning.  Reconfigurable physical space supports different ways of working (work in groups, pairs, or individually).  Added value through technology: rich, versatile and real-life data, and tools to examine and to analyse.  Encouraging cross-curricular projects (analysing and understanding things from multiple perspectives).
  13. 13.  Learning by creating: active involvement in producing and creating their own content (exercising imagination and innovating).  Interpretation, analysis, teamwork, and evaluation part of creative process.  Developing learners’ soft skills including presentation, planning, and teamwork.  Giving students independence and ownership over their learning.  Showcasing student work (e.g. learning portfolios) helping to link between different disciplines.
  14. 14.  Tools and skills to present, deliver, and obtain feedback on their work  Communicative dimension in students’ work  A dedicated area for interactive presentations that, through its design and layout, encourages interaction and feedback.  Developing feedback skills by involving the listeners as peer- reviewers  Online publication and sharing encouraged, (familiarising with the principles of eSafety).
  15. 15.  Zone for informal learning and self-reflection. A more relaxed and less monitored space.  Supporting motivation and self-expression through opportunities for personalised learning, for example, with tailored learning activities.  Use of personal learning devices.  Flipped classroom: students engage in well- structured independent learning at home, allowing the teacher to devote the time in the classroom to project work and collaboration.  Encouraging students towards lifelong learning by acknowledging and validating informal learning.
  16. 16. Events, workshops & visits Xavier Prats-Monne, Deputy Director General DG EAC, EC at eSafety Label launch, 10th June 2014 Lord Jim Knight and Lord David Puttnam, 15th May 2014 Torbjørn Røe Isaksen, Norwegian Minister of Education visits FCL 25th November 2013 Flemish policy maker workshop: Computer Science in the Curriculum, 24th February 2014 Chinese Ministry of Education, 25th March 2014 Neelie Kroes, Vice President of the EC, Coding in the Classroom workshop, 25th June 2014
  17. 17. FCL-Inspired classrooms across Europe Ancona, Italy Crema, Italy Ghent, Belgium Setubal, Portugal Zagreb, Croatia …and in initial teacher training institutions? - University of Lisbon - University of Newcastle iLab, University of Newcastle