Nauczyciel architektem uczenia się
Start date: Jun 1, 2015,
End date: May 31, 2016
The main aim of our project was to support students and teachers in their development as well as explore their potential through arranging circumstances that would facilitate learning. The most important result of school work is students’ learning. Therefore, teachers have to possess essential tools which serve the purpose of supporting this process. In our project, teachers’ learning is based on mobility that enable them to acquire new knowledge, share experiences. It also allowed to verify current working methods and inspired further activities. The project aims at improving teachers’ language skills, team work on the international level and increasing inter-cultural competences, openness to international cooperation, students’ awareness of learning throughout the whole life, developing competences within new working methods – the teacher as students’ mentor, the student in the center of attention. We organized a training trip –job shadowing to the secondary school in Sweden which enabled Polish teachers to participate and observe teaching process. 14 members of the school staff took part in the mobility: headmaster, project coordinator, a specialist in school informational technology as well as eleven teachers of different subjects.
Teachers prepared many activities in English under the supervison of teachers of Englsih. They prepared presentations of interesting activities which are undertaken in their school. The presentations were made in team works in English. Some cultural preparation was arranged for the participants of the mobility.
During the stay in the Swedish school teachers: presented examples of good practices, monitor lessons, analyzed observed classes, teaching methods, use of informational technology in the teams of Polish and Swedish teachers. They became familiar with the methods of working with immigrant students, students with special educational needs, they learnt about methods of assessing students, the work of students’ self-governance, school cooperation with local authorities. During workshops activating working methods was applied. Headmasters became familiar with the methods of school management.
The main working method for both Polish and Swedish teachers was be comparison. It was enable participants to get to know one another in the context of the discussed issue, to become aware differences and similarities in the didactic work as well as allowed for mutual inspiration and search for further solutions. The training also included historical and cultural aspects. It was created the opportunity to extend knowledge on Sweden , its inhabitants, to get to know culture, history, geography, social and economic problems. After the visit teachers shared their knowledge with other members of school staff as well as with other people within the local community. They made an attempt to put their experiences into practice at work. The teachers evaluated results of the training trip.
The project encouraged participants to cooperate more effectively, to share experiences, to evaluate their own work and contributed to personal development of participants as well as school development. Teachers introduced new tools and teaching methods on a large scale, they use e-books, multimedia and the Internet. School management staff search for different sources of financing so that the school could further improve informational capabilities, which will increase the quality of education and management, it will also improve the flow of information among teachers, students, parents and headmasters. Education put an emphasis on developing creativity, exploring students’ potential (not on remembering facts). The model of the teacher as a mentor is promoted. That is to say, a teacher should be the guide who assists students to learn about the world independently, develops students’ the ability to learn, team work. Achieving common strategies and methods integrated teachers of particular subjects in partner schools, and thus increased the effectiveness of their cooperation. Maintaining contact by means of new informational technologies, systematic exchange of experiences, sharing knowledge, disseminating results of cooperation, common participation in other projects in the future will contribute to strengthening the partnership. By learning from one another, inspiring others, teachers had the opportunity to verify their work and to increase its quality. The project contributed to the development of the school as an organization which is modern, open to teaching innovations, the school where teachers learn from one another, share their experiences and benefit from other people’s experiences.
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