DAY 10 (2304) Janneke and Geertje (Martin's problem)

the prototype of group 5

How can we help Rosenlundskolen create the new school with optimal learning for all pupils? We kept the following considerations in mind when we designed our potential solutions:

•  motivation

•  collaboration

•  acknowledging student differences

•  bridging gaps between leisure time and school

•  developing creativity

We came up with 2 basic ideas. Both of them are about reorganizing the current school structure, by reducing barriers to learning. Firstly, we would like most of the learning to take place outside the classroom. We also strive to include all the stakeholders in children's education: the community, the family, the institutions and the students, etc. Furthermore, we want to draw education from student-interest and develop student-leadership throughout the grades. In both of these ideas, we are drawing upon student collaboration across all grade-levels; students may work with other students of any age. We hope to achieve our objectives by:

1.    Integrating community resources

A great deal of learning would take place out in the community. For example, we could have a community garden, where math, science and social studies learning could be integrated. Additionally, we could pair students with the elderly to learn to read, perform arts, or share their personal history, for the educational and social benefit of both parties. We could also have unemployed practical workers come into the school to teach students practical skills or help maintain the physical environment. For example, a retired nurse could come into the class to deliver a health lesson, or a farmer could contribute/facilitate with the class garden.

2. Student-led clubs

These clubs could take place both as part of the curriculum, or in addition to it (i.e. during or before/after class). The students themselves would initiate, organize and build the clubs from the start. Teachers and administrators, as well as members of the community, would simply serve as facilitators and resource providers. For example, students may choose to create a Design Club, where they could participate in design tasks ranging from classroom design, to design problem-solving, as they choose. There could also be a Gardening Club that is integrated with the community garden. The vegetables that they grow could be used for the cooking class. Students may also choose to create a club focused on a particular interest, such as an animal, like a rabbit.

WHAT DO I LEARN?

- Working in group is really difficult. Some people are leaders, other people say nothing, we all have different interests and opinions and the main goal is to come with one solution. Today I learned how to deal with that.
- Sometimes you have to agree with the opinion to make the process go faster.

DAY 9 (2204) Lilian (Martin's interview)

the problem

Today was really the most uninteresting day for me. I am so tired because of the busy weekend. I'm also very sick. So I don't have any energy to listen, think and work. I think most of the students have the same problem. We are all very tired and we really need some time for ourselfs. The first week of the IP we got a lot of breaks and time to talk or rest. But Lilian wants do to so much that she doesn't see that we all need a break. The proces in our group is really going slow because we can't think anymore. 

I expected to get some rest during the lunch so I could go to the pharmacy. But we only got 30 minutes to eat. I just feel like I am in the army...

So please, give us some time for ourselfs! 

Otherwise I think our results won't be very good.

Martin's problem

What I remember of the presentation of Martin is that he has a problem with defining the problem. He told us so many things that it was not clear for me what the real problem was. I think it would be better if he just sended us a video with the problem because the trip to the school did take to much time. If we saw the video in het university we could work more.

the 'fun' activity

At the end of this day Liliane started a game. I think it was not a good moment. She should have done it on a different moment when everyone didn't had a lot of energy. 

WHAT DO I LEARN?

- Today I learned NOTHING because my body is so out of energy.

DAY 8 (2104) ICEME (Copenhagen)

Thank you, Amanda!

DAY 7 (2004) Hanne & Jenne (Louisiana)

EXTRA INFORMATION (10 competences of a teacher)

the question
Yesterday, Burak joined us at the hostel. 
We talked a lot about the differences between our education systems. When we started talking about our last year I mentioned the 10 competences of a teacher. We use them in Belgium but I think every teacher has to develop them. 
In our last year they evaluate us based on the 10 competences.



the 10 competences

responsibilaty as a learning person

01 teacher as companion of learning and development (decision power)
02 teacher as educator (relational orientation)
03 teacher as an expert (critical reflection)
04 teacher as organizer (inquisitiveness)
05 teacher as an innovator and educator (power organization)

responsibilaty for the communicty
06 teacher as partner of parents and persons who take care of the children (responsibility)
07 teacher as a member of a team (flexible)
08 teacher as partner of external
09 teacher as a member of a school community

responsibilaty for society
10 teacher and cultural participant

If you have any questions you can always ask!

Specific profession-oriented competences

The teacher as a supervisor of learning and developing processes

1 Discovering the starting situation of the students and the student group.

2 Choosing and articulating goals.

3 Selecting the study contents and experiences.

4 Structuring the study contents and transferring them to learning activities.

5 Determining adequate ways of teaching and grouping.

6 Selecting and adapting educational tools, individually and as a team.

7 Creating a strong educational environment.

8 Preparing observation and evaluation, individually and as a team, if necessary.

9 Evaluating process and product in order to adjust, remedy and differentiate.

10 Participating, after consultation of colleagues, in educational policy initiatives and connecting these with the general policy of the school.

11 Adequately supporting learning and developing processes in standard Dutch, taking into account the various personal and social language backgrounds of students.

12 Managing the diversity of the student group.

13 Starting learning and developing processes, from the various fields of study as well as cross‐curricular.

The teacher as an educator

1 Creating a positive study climate for the students in class and at school.

2 Promoting the emancipation of the students.

3 Preparing the students for individual development and social participation by training appropriate attitudes.

4 Dealing with contemporary social developments in an educational context.

5 Dealing correctly with students having socio‐emotional or behavioural problems.

6 Promoting the physical and mental health of the students.

7 Communicating with students with diverse language backgrounds in diverse language situations.

The teacher as a professional expert

1 Checking and expanding command of subject specific knowledge and skills.

2 Applying acquired subject specific knowledge and skills.

3 Situating and integrating one's own teaching activities in the framework of teaching activities as a whole in order to support and counsel the students.

The teacher as an organizer

1 Promoting a structured work climate.

2 Creating a flexible and efficient study schedule, adapted to the teacher’s and students’ needs of time management.

3 Performing administrative tasks correctly.

4 Creating a stimulating and realistic classroom, taking care of the safety of the students.

The teacher as an innovator / a researcher

1 Implementing new educational developments.

2 Examining accessible results of general and subject specific educational research.

3 Questioning and adjusting one’s own performance.

The teacher as a partner of parents / guardians

1 Being informed about and dealing with student data in a discrete way.

2 Communicating with parents / guardians about the student at school based on internal and external consultation.

3 After consultation with the team, communicating with parents / guardians about class and school life, taking into account the diversity of parents.

4 Discussing education with parents / guardians.

5 Communicating, in diverse language situations, with parents / guardians with diverse language backgrounds in standard Dutch or other adequate means of communication.

6 Developing strategies to communicate with non‐native speakers.

The teacher as a partner of the school team

1 Communicating and cooperating within the school team.

2 Communicating about the distribution of tasks both in the specific fields of study and cross‐curricularly, observing engagements.

3 Making one’s own educational task and approach the subject of discussion.

4 Being informed about one’s own and the students’ legal status.

5 Interacting adequately with all members of the school team in standard Dutch.

The teacher as a partner of externals

1 Together with colleagues, contacting, communicating with and cooperating with external organizations that offer educational initiatives.

2 Together with colleagues, initiating, expanding and supporting relations with the world of work and higher education.

3 In order to promote equal educational opportunities and after consultation of colleagues, contacting, communicating with and cooperating with the socio‐cultural world.

4 Interacting adequately with staff members of educational initiatives and job training or employment sites.

The teacher as a partner of the school team

1 Participating in the social debate on educational issues.

2 Discussing the role of the teacher in our society.

The teacher as a cultural operator

1 Discerning and addressing contemporary social issues in a critical way in the

socio‐political

socio‐economical

philosophical

cultural‐esthetical

and cultural‐scientific domain.

General profession-oriented competences

1 being able to work in team

2 being able to work  solution-oriented

3 sense of social responsibility

DAY 6 (1904) Lilian (Solution Camp)

the d.school (Stanford)
In the morning we started doing several things that I really would love to do in my own classroom.

The mission of this bootcamp was redesign the gift-giving experience for a partner.












Step 1 - Gaining empathy.
Step 2 - Reframe the problem.
Step 3 - Generate alternatives to test.
Step 4 - Iterate based on feedback.
Step 5 - Build and test.

Explanation:
First you have to interview your partner about a gift he/she gave. Afterwords you have to dig deeper. You have to search for emotions they experienced. When you have enough information you have to summarize what you found (the needs of the person and the insights). When you did that you  have to define the problem by writing the name and what the persons needs for solving the problem. The real activity will start now. You have to design several prototypes how you can solve the problem. After the divergent (draw different solutions) en convergent thinking (make one solution) of different ideas you can create a real prototype.

the real life situation
In the afternoon we got the chance to do the bootcamp on the problem of exclusion in The Netherlands. I had a lot of fun. I am really proud on our solution. I like to go on a surviving trip, it's very cool and cozy. We got a lot of feedback. I appreciate that, because each project has his negative and positive sides. And we can learn a lot of that.

Our project: surviving trip starting with a classcollage and money collection - different activities in the surviving trip - problem and ideabox

the connection between the lessons
Lilian did showed us a really good example of creative thinking. Today I could connect all the theory's I have learned during this week. In this solution camp we used divergent thinking by drawing radical ways to solute the problem. Convergent thinking is in step 5 when you make one solution of the different solutions.

the method
I really liked the movie from d.school BUT I think it's more important that Lilian would gave us the lesson. I have the feeling that this was the most easiest way. For example, when the two persons from the movie asked us to reflect on our proces , Liliane always had to explain everything once again. I think she could do it herself.
We worked a lot in groups and I really appreciate that. We are still learning from each other and I really enjoy that. BUT I have the feeling some students don't want to talk with me or can't talk. I think when you join an IP you should have a basic language knowledge or WANT to learn the language. I really appreciate Çağrı. He really wants to have contact with all the students. Even if his language is not that strong he is still trying. 
After the processing we got a lot of time to reflect on everything. 

WHAT DO I LEARN?
- The IP is very interesting. I learn a lot. But I think it is taking too much time. The days are too long. I really need some time for my own on this moment... So now I know I also have to give my students some personal time.
- The project we did in the morning is AWESOME. I want to do such a project in my classroom.

DAY 5 (1804) Attila and Erika (Innovation in Education)

the warming up
In the beginning of the lesson the teachers from Hungary gave us three lettres. We had to write as many words we could find for the letter P, B and L based on the subject 'education'.
I think this was a good warming up exercice to begin with the theory about PBL, because there were some words that looked similar for the words from the abbreviation PBL.

PBL (problem based learning)
There is a difference between problem solving and problem based learning. 
problem solving: arriving at decisions based on prior knowledge and reasoning
problem-based learning: the process of acquiring new knowledge based on recognition of a need to learn

The process of PBL:
1 - Confront a problem.
2 - Organize in groups.
3 - Pose questions about what you don't understand.
4 - Design a plan to solve the problem and identify the recourses they need.
5 - Gather information to solve the problem.

When you are using the method of PBL there are role changes.  I allready knew these role changes. In Belgium we use it in "CLIM-lessons" (cooperative learning in multicultural groups).

The function of the teacher is to be a tutor for each group.

the process in group
We saw different cases about problems with children. In group we had to write different questions about the case. After that phase we got new information where we had to search the answers on the questions. I really liked the fact that we could work in group. BUT I haven't learn anything. We just had to look for questions and answers. In Belgium, I had a similar task so this is not so new for me. I also want to know what is creative in this presentation...

the teachers
Today, the Hungarian teachers gave us information about PBL. I really liked Attila and Erika because they are so not-stressy and calm. They are very polite and gave us time to share thought. But I think the sharing part has taken too much time. When we had to work in group they came to us to listen what we were thinking. I really like it when teachers show us their interest. Today's activity was not so creative. The teachers didn't use a lot of expression in their voice and body language. I am very critical because in our country expression and showing your motivation is very important. Maybe they could also talk a little bit louder. 


the Hungarian students
I loved the presentation on Prezi about Hungary. It's cool to get to know the animals and typical sport in Hungary. Each country is different and has his own specialities. Hungary is the only country that showed us some specialities about their country. I appreciate that! Nice job!

WHAT DO I LEARN?
- I am really getting tired so I know now that I can use some more sleep.
- I can go to the bus station on my own.
- Creativity and expression is really important. If I will not do it in my class I now know my students won't pay attention.

DAY 4 (1704) Mieke and Katrin (De Bono Theory)

the acquaintance
I loved they way the Belgian teachers from Brussels started the lesson. We had to choose an animal that we can associate with ourselfs. I think this is a really good method to use in my classroom. You can use it on different ways:
- in the beginning of the year
- when they are social problems
- when you learn about qualities and imperfections
- when you have time left
- when you are working in group, you can use these animals for a good organisation
- in different courses
- it's also possible to use different objects

After the activitie with the animals we had to give ourself a score (0-5-10) for different pictures. Some persons are more organizing, others like to discover the world, ... . 

I will remember this:

 "rest, no stress, everything is okay".
I am really learning to be calm and to let go all of my stress.

When the teachers were talking about the different types of persons I lost my attention. I think that was taking too much time. Maybe we could use an energetic break or something.

the active part
The teachers did a great job by going outside and let us do some active stuff. It was a very creative way to search nature objects. But I think the meaning of this activity was not that good. It's really dangerous to let the children choose who is the winner of a creative task. It can have a negative effect on their self-esteem.

the theory
We saw the different steps of creativity. I think the teachers have given us a really great hint. We have to look for quantity and not for quality. The flue of the words is more important in the beginning of a brainstorm. I think the same way because it's really necessary to have different and many ideas. 

Together we looked for a solution to make children more sportive. We did some different steps.
Step 0 - What is evident in schools?
Step 1- Connection with a word.
Step 2 - Omit something from the structure.
Step 3 - Reverse things.
Step 4 - Wishful thinking.
Step 5 - Exaggarate.
Those methods were really interesting and usefull. I want to use them when we have a meeting with all teachers to solve a problem. But in this workshop we didn't get enough time to be creative. First we had really a lot of time and we could share our thoughts but when we arrived at step 2 we couldn't share our thoughts and it was always going faster. 
I really liked the idea of our group to organize a communicty dog walking, build a class outside (treehouses) and paint a really big boardgame on the playground (to use for all lessons). We also wanted to give movement for homework. I am gonna remember that. An other group had an idea to give each child a pedometer. That is an awesome idea!

DE BONO THEORY
We got some more information about the different hats.



white: informative (facts, figures and information)
black: critical (negative and critical)
yellow: optimistic (positive and constructive)
red: emotional (spontaneous, feeling and intuition)
green: creative (growth, energy and life)
blue: consider (control, determine)



After we got the theory, we have to choose a pretask subject. 
Group 5 has chosen the inclusion problem.


white: diversity in each school, learning and behaviour problems are increasing, diffucult to differentiate for all children

red: teachers do care, social problem, from classroom to society (problem!)

black: time-management, easier to one type of learner, smart kids, rich kids, one method

yellow: good voor empathise, society, accepting diversity, open-minded, more challenging for a teacher, learn how to respect

green: different methods, materials, activities

blue: important because it's good for the society, 
it helps students to develope thier confidence in a positive way,
it's very challenging for teachers, you need to do a lot of work

WHAT DO I LEARN?
- Today, I got really good ideas I want to integrate in my practice. Like the hats of De Bono we can use it if we af a meeting with all teachers to talk about a problem, an idea, ... .
- I want to be in a project group to work out a board-game-playground for schools. Who's in?
- I think if you want to be creative you can use the different steps but you also need a lot of time.

DAY 3 (1604) Karen and Ann (Drama)

the drama workshop

Today it was the day of the Belgian teachers. I was really looking forward to it cause I’m used to the active lessons in Belgium. In the morning we learned how te handle with drama. Also the PCDA-circle (Demingcycle) with the different steps was a part of the workshop from Karen and Ann. This circle is really usefull because it explains how to start with drama. I think most of the people just start acting without overthinking something. That is a really important thing. When you first brainstorm about the content you will get a lot of ideas and methods.

the situations

We also did some real life situations like a busdrive and the bullying problem. Lindsey, I loved your acting like a little child. And I love the others for the nice atmosphere in our bus. When we had to act like we were bullying we started talking about bullying. I love the conversations in my group. Each country has his problems and how they solve it. But sometimes you can also use a solving method from other countries. When we do this, the talking, I am really learning something.

the workshop

After lunch we were seperated in 3 groups (art, movie and music). I really liked the method because we were active, we got the chance to know some people better and we could focus on one thing.

I was in the group of music and I was having the time of my life.  You will know what I am talking about if you see the result of it. I feel like our song represents our beginning friendship, what we think and feel about diversity and how we work with each other.

After we have finished the task we could see what the others made. Oh my god, it was really AWESOME! I could see on some faces that they were also very proud on what they made and they have enjoyed is. You all deserve a feather for being this friendly and creative.

Today we have cooked mushed potatoes with carrots and chicken slices. We got a lot of compliments. Thank you all when you were coming to us and say thank you. I like that. I hope everyone liked our dinner.

WHAT DO I LEARN?

- It's really difficult to bully in role-playing.
- You have to expand your qualities. I did it by choosing for the music workshop.

- We (Hanne, Belinda and me) went to the shop one day before we had to cook dinner. That's why we could go home earlier. So, if you prepare yourself you will experience benifits.

EXTRA INFORMATION (animals and their characteristics)

the information

Yesterday, when we were sitting in our group, my group didn't know what I was talking about when it went about working in group with rols of animals.
I have made an overview of the different animals. Each animal has their own characteristics. 

the usefullness

You can use these animals when you are working in group for a project or a task. In my class I use about 5 animals and I give each child a card with the picture of the animal. Our kids in Belgium know what they have to do when they get an animal. But if they don't know the animals you can work each day about one animal (how does the animal work, what is typical, how can I use these characteristics in different situations, ...?).

the rols in rotating groups

- lion can be the leader of the group

- peacock can be the reporter of the group

- owl can keep an eye on the time

- beaver can be responsible for leaving the materials decently when you have a rotating system

- cat wants to enjoy what everyone wants to say so the cat can take care of working calmly 

the lessons

The other animals can be used in lessons when you want to talk about 'negative' behaviour. This behaviour sometimes can be good in situations. But if this behaviour gets too negative the child has to learn why and what they can do.

If you have any questions you can always ask!

DAY 2 (1504) Burak Karabey (Theory on Creativity and Creative Problem Solving)

the trip as a group

For the second time (after yesterday evening) we survived our trip to the university. We found a better (less walking) way to the bus stop.

the workshop with Burak (Turkey)
Today we learned A LOT about creativity.

Burak started with some pictures we knew from our course mathematics in Belgium (thank you Stefan! - our teacher mathematics). An example:

I have summarised all the information about creativity in a little schedule. That makes all things clear for me.

I think it is a very good theoretic model. But actually I don’t see how I can use this in my class. For me it’s the most important thing that all students are motivated to learn. And as a teacher you should try different methods.

Burak told us some interesting stuff that leaded us to some big discussions. I think some discussions were very interesting but didn’t have any meaning in this IP. My feeling said that the discussion should have been stopped and go an after the lesson. At the end, when we got a lot of information about creativity we had to accomplish a task in group. This was the most interesting part for me. I learned a lot about some great teaching ideas from different countries. I was working more efficient in this small group than in the large group.

It would have been a great idea if we could discuss the different models of creativity in group. I think, that would lead us to very interesting theories.

the organisation
In our country, Belgium, we are used to follow our schedule very strict. So it's a big task for me to stay calm when the schedule is not followed like it's planned (timing). Maybe we should include a reflective moment in group in this IP? It's not such a big problem, but I have a lot of schoolwork to do. Because I will graduate this year I have to proof to my country that I have the competences to be a teacher. I also have a research I have to accomplish and an other task. So I really need the extra time that is normally planned on the schedule.

the city Copenhagen
I hope I can see a little bit more of the city during my stay here. Because I feel very bad that I can't see anything of the city during the early evening. This evening we went with the students from Turkey and Tess from Holland in the city to take a walk but it started raining. So we haven't see that much.


WHAT DO I LEARN?
- Creativity is something you can't define. It has different factors that can produce creativity.
- Each country has his own expectations about a task. In our university we work each hour. Some student already asked us why we are always working. Well, it's because the teachers at home expect we work every day.
- We, Belgiums, are a little bit autistic. We want to know when something will happen, what will happen, wath we will do, ... .
- My English is improving. It still needs a lot of practice. But I start to like talking English.

DAY 1 (1404) Who are you?

the apointment
We all collect at the lobby at 8am. This was the first time I saw all the students. There are a lot of Dutch speaking students but we try speak as much as possible English. My first impression was that we will have fantastic days together with a lot of fun.

the day 
In Belgian terms we haven't done so much in the morning but I like the Danish rythm a lot. I want to leave all of my stress here in Copenhagen. We played a game to learn each other (look for a person with the same shoes - present your keys of your home, bike and so on). 

BREAK

Because of the electricity problem we had to look for an other classroom. There Sabine presented the goals of the IP, some more information about the university and so on. We had to write 3 goals that we want to accomplish in this IP. The Belgian teacher has categorized all the goals in the triple P-model (proces, procedure, product) and we saw that our focus is on the product. But also the proces is important, like having fun, what do we learn during the project, ... 

BREAK

After the break we got a little bit more information about stuff.

LUNCH (an amazing lunch, self-made "smoskes", THANK YOU!)

When we got the chance to eat and to enjoy the sun we went back to the classroom where each country presented their problems they are facing in their country.

presentation 1 - The Netherlands (social integration)
The Netherlands made a very nice first impression. As we are used to them they showed us how proud they are of their country. They were dressed in orange clothes, put a flag on the board, had some "wimpels", ... . Their problem is about social integration. The Netherlands is a multicultural country so they are facing seperated groups in class. At this moment some students teas each other but it will turn into bullying. They want to avoid that.
 
presentation 2 - Belgium - Vorselaar (the bullying problem)
In Belgium the number of suicides is increasing in respect of young people. One of the causes is bullying. We are searching different methods to make the bullying stop because it has an effect for lifetime.

BREAK

presentation 3 - Turkey (inclusion)
The Turkish people are very interested in inclusion in class. They have some methods they use that I really want to use in my own school practice. For example the inclusion student has a mask on. The student has a safe feeling when he puts the mask one. In our country a mask would not be allowed. But maybe it's not a bad idea. The problem they are facing is time management. In the class are maximum 3 inclusion students. For each student the teacher is working 5 hours after school. Their question is how they can deal inclusion with just one teacher and the time that is needed to prepare themselfs.

presentation 4 - Hungary (agression)
In Hungary they have a problem that belongs to the bullying problem. The students are very agressive. They experience a difference between girls and boys. Girls are the verbal bullies and boys the non-verbal. Their concern is how they can decrease agression. By the way: the presentator did a great job on his own!

presentation 5 - Belgium - Brussels (kids with behaviour problems)
An other problem from Belgium is the label we put on kids. In our country many children have behaviour problems like ADHD, autism, ... and learning problems like dyslexia. The students from Brussels (and we also) think that label is chosen to quickly. There question is how they can decrease the labeling so the student with a problem won't get to soon in "BuLo" and "BuSo".

the dinner
Every country had to bring some food that is typical for their country. We all enjoyed it very much.

the walk
The walk to the university is AMAZING. It's like the place where I live. Everything is green, rural. Just AWESOME! We made it all on ourselfs to the hostel with the whole group.

the evening
Now we are sitting with Sam, Mo, Hanne, Belinda and Charlotte in the chilling room to finish our blogs. It's very cozy.


WHAT DO I LEARN?
1. All the students are AMAZING. I am learning a lot about the educational systems in each country, how they experience the education, ... .
2. Today, I learned (already) to be calm, not stressy and enjoy every single moment.
3. All kind of stuffs: setting to know each other-game, the triple P-model, Prezi-presentations.