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.