Santiago de Compostela, Spain 3rd - 5th October, 2017

Παρουσίαση με θέμα: "Santiago de Compostela, Spain 3rd - 5th October, 2017"— Μεταγράφημα παρουσίασης:

1 Santiago de Compostela, Spain 3rd - 5th October, 2017
The Pilot in Greece M. Fountana – D. Nousia Computer Technology Institute & Press “Diophantus” (CTI), Greece Partner Meeting 7 Santiago de Compostela, Spain 3rd - 5th October, 2017

2 How many have we been and why? The Implementation approach in Greece
14 schools and 1 Teacher Training Centre have been recruited throughout the project 10 schools and the Teacher Training Centre accepted to participate 1 school participated informally (no experimentation) The teacher training centre used the ATS2020 model in its teacher training and relevant activities 1 school dropped out during teacher training 1 school dropped out just before the pilot 2 schools were influenced indirectly (sharing teachers from the ATS2020 schools) Teachers teaching to other schools continue to participate 9 Full Implementation Schools (2 from Athens, 5 from Achaia, 2 form Ilia) 1 primary school 8 secondary schools 66 teachers participating in trainings! 40 teachers from 9 schools completed the pre-test questionnaire 39 teachers performed actual interventions in the classroom 322 students participate in ATS2020 196 in experimental classrooms 126 in control classrooms 309 students from 9 schools took the pre-test 259 students from 9 schools took the post-test 1 case study school 6 people supporting, training, coordinating

3 What have we been monitoring?
Interventions by 39 teachers 68 learning cycles (each often aiming at multiple transversal skills) Autonomous Learning & Collaboration and communication targeted by 29 LC Information Literacy & Creativity and Innovation targeted by 18 LC Digital Literacy targeted by 33 LC 17 different subject areas (Physics, Humanities/Greek Literature, Ancient Greek, Modern Greek & History, Biology, Mathematics, French, English, German, Arts, Music, Gymnastics, Home Economics, Geography, Informatics, Primary school / environmental studies) 257 school hours of ATS2020 model in classroom

4 How did we come to that? Based not only implementation but also TRAINING on the ATS2020 Model! Numerous meetings of the training and support team 39 training sessions: 9 PRE-TRAININGS (school visits in situ plus Communication) 24 Lab Trainings (some trainings with all teachers together in 3-4 sites, 1-2 trainers per site) 6 online and face-to-face sessions for community building Support of the teacher community Trainings in sub groups Face-to-face community building sessions Getting members active / create ownership / maintaining the sparkle Development of training material that is reusable for EXPLOITATION: Numerous Presentations for training + Lab Activities for training developed from scratch. Numerous recorded training videos from the training sessions and additional themes Complilation + details of useful tools to be used with Portfolios Organized PROPOSALS to / from the teachers (ΠΡΟΤΑΣΕΙΣ) Utilised ed. material by WP2/Andrea and some other Pilots (IR, SL, FI)! A dedicated compilation of reading material, inspiring sources, literature review A surprisingly active enough Community of practice – Pehlivanides. Not sustainable through. Teacher technical + educational support during pre & post testing Teacher support during implementation

5 What else have we been doing?
Collection of feedback in every step Localisation, Beta testing and contributing critically: Students’ pre-test Teachers’ questionnaire Distribution of tests through EIS Scoring process Involving schools in dissemination activities Pursuing exploitation through various professional encounters On going quality assurance activities Monitoring one case study school but very closely Scoring pre and post student tests Authoring the Final Greek Implementation Report Authoring the Final Greek Case Study School Report

6 What have we learnt? Positive impact of the continuous teacher training and teaching support Strategic decision to include in teacher training all teachers on a voluntary basis Critical decision to apply the ATS2020 model in: Implementation Teacher Training Exploitation Activities Autonomous learning – very much in the scope of the ATS2020 classroom activities in Greece Overall positive impact of the project confirmed by: Teachers’ interest to continue the implementation (2017– 2018) Teacher trainers’ interest to continue supporting & include their new schools Teachers jumping in at the last minute Having students asking for the project to continue No matter the challenges, new routines can be adopted when embraced Practice makes better :-)

7 What could we possibly change in the future?
Extend implementation phase to more school time keep the pre & post test simpler and shorter put more emphasis on teacher diaries and feedback organise the school program in sessions of two consecutive hours & apply mobile labs wherever possible strengthen the connection between the ATS2020 transversal skills and the national curriculum invest more time on building a library of reusable activities and an international community of practice Foresee and care more for teacher incentives

8 What did teachers do? Examples 1/2

9 What did students do? Examples 1/2

10 What did teachers do? Examples 2/2

11 What did students do? Examples 2/2

12 There is much more to it from all sides… :-)

13 Suggestions from all parts…
Urge to put more emphasis on transversal skills in the Greek curriculum Need to adopt formative assessment more systematically in the everyday school life in Greece

14 Exploitation Activities
Invitation of local authorities to the 2nd training Session (25th of April 2016) Training of school consultants in Greece (22nd March 2017, Patras) Having a teacher training centre (PEK Patras) join the project as an independent entity Meeting with the school consultant of Greek Literature in Piraeus (Attica/Greece) Ms Chrysanthi Koumparou, presenting the project model and the content of the training of school consultants for future trainings (11th September 2017) Presenting the ATS2020 model at the Physics, Chemistry and Biology teacher training course in Pireaus (Attica/Greece) , and sharing project material and methodology with the teacher trainer Mr Konstantinos Stefanidis (15th September 2017) Introducing the ATS2020 model to new schools Ralleion Lyceum, Piraeus, Attica Prefecture 20th Gymnasium of Patras, Achaia Prefecture Vassilaki Lyceum, Ilia Prefecture as well as to new students of the ATS2020 schools

15 Until we meet again…    Gracias por hospedar

16 Greek Case Study Report – General Observations
The implementation of the ATS2020 in Greece was marked by openness, hard work and enthusiasm from both parts, teachers and students of the 3rd Gymnasium Nikaias. It was a common remark that students and teachers benefitted from the ATS2020. The overall planning and implementation of all learning cycles followed the ATS2020 framework. New online tools were introduced (quizzes, mind maps, video analysis software, voice thread, screencasting). The case of Greek Literature: The ATS2020 model was seen as an opportunity for further experimentation. Using the ATS2020 model for the whole school year. It became a daily routine. As a result, 11 learning cycles were implemented in this subject. In Informatics, the learning cycle implemented was decided to assume a supportive role, bringing out digital skills as a footing to the four areas of the framework. Consequently, the contents of the Informatics learning cycle were not included in the Greek curriculum.

17 Greek Case Study Report – What did participants say about the ATS2020 model?
Brought significant changes in the teaching of all subjects with the use of new tools. The introduction of the Mahara platform in class had been a source of innovation and enrichment. Emphasized on digital literacy skills spreading beyond the use of the Mahara platform. In class students and teachers were able to delve into a series of transversal skills connected to digital literacy: information literacy, communication and collaboration, creativity and innovation, autonomous learning. Suggested new ways of collaborating. The ATS2020 implementation came out with changes in face–to-face and online communication schemes. Encouraged positive attitudes and new roles for teachers and students. Teachers and students agreed that during ATS2020 classes teachers seemed less stressed. Enabled teachers see their students’ behavior in class through another prism. Provided a rich and effective evaluation scheme enhancing autonomous learning skills. Would benefit from a longer time span in the school timetable

18 Greek Case Study Report – Challenges
The main difficulty mentioned by all Greek teachers was the ATS2020 model integration in the Greek school curricula and the school timetable. Although all Greek teachers agreed that the ATS2020 model brings changes to the role of the teacher, they did not reach an agreement on the essence of the above changes. Greek teachers keep asking questions: “Transversal skills acquisition or subject content? To what extent should we focus on either of the two?” For Greek students a major difficulty they encountered was related to the time required to work at home on ATS2020. Greek teachers and students said that there had been difficulties in keeping student e-journals and e-portfolios. This is related to the need to change students’ and teachers’ mentality. Students found the use of the Mahara platform confusing and expressed the need for more automated procedures regarding the completion of e-portfolios.

19 Greek Case Study Report – Strengths & Suggestions
a sound methodological framework involving transversal skills keeping e-journals and e-portfolios collaboration in class The use of the Mahara platform the use of forums and padlets the importance of developing ICT skills as a key factor leading to innovative practices Suggestions It would be of great value for their students to continue working with it next year Teachers’ ideas for using the ATS2020 model in different ways for different subjects

20 Pre-Teacher Questionnaire: Initial thoughts from Greece
οι Έλληνες εκπαιδευτικοί δεν ήλθαν σε επαφή με κομβικές δεξιότητες σχεδόν σε καμία φάση των σπουδών και της καριέρας τους – ποτέ δεν δόθηκε ιδιαίτερη έμφαση σε αυτό και θεωρούν πως το ίδιο ισχύει και για την εκπαιδευτική πολιτική στη χώρα αλλά ότι θεωρούν πως είναι εξαιρετικά σημαντικές με μικρότερη έμφαση στο autonomous learning σε σχέση με τα υπόλοιπα στην αρχή του έργου υπήρχε ένα 7,3% και ένα 17,1 % που πίστευε πως οι κομβικές δεξιότητες δεν έχουν μεγάλη σημασία για τη σχολική και την επαγγελματική επιτυχία αντίστοιχα αλλά και ένα 17,1% δεν πίστευε ότι οι δεξιότητες αυτές είναι απαραίτητες για να γίνεις ένας ενεργός πολίτης!!! 75,6% είπαν πως δεν σχεδιάζουν μαθήματα με κριτήριο την ανάπτυξη των κομβικών δεξιοτήτων αλλά πως αυτές προκύπτουν στο μάθημα με φυσικό τρόπο 14,6% αισθάνονταν ότι δεν ήταν σε θέση να αξιολογήσουν την ανάπτυξη κομβικών δεξιοτήτων μέσα στην τάξη πάνω από το 50% εξέφρασαν αμφιβολίες ως προς το ποιες δεξιότητες είναι οι πιο κατάλληλες για τη μαθησιακή διαδικασία μεγάλο ποσοστό λέει πως οι κομβικές δεξιότητες δεν είναι ούτε προτεραιότητα του σχολείου ούτε του εκπαιδευτικού συστήματος οι μισοί περίπου δεν είχαν ξεκάθαρη άποψη ως προς το τι είναι η διαμορφωτική αξιολόγηση παρόλα αυτά, όταν ερωτώνται οι εκπαιδευτικοί για συγκεκριμένες εκπαιδευτικές καλές πρακτικές, απαντούν θετικά σε εξαιρετικά μεγάλα ποσοστά (είναι καλοί εκπαιδευτικοί φυσικά – είναι φανερό ☺) μισοί μισοί αυτοί που παίρνουν feedback από τους μαθητές τους για τη δική τους βελτίωση ☺ 80% λένε ότι ήξεραν τι είναι ένα ePortfolio!!! (αυτή η απάντηση και όλες οι επόμενες για τα ePortfolios ενδέχεται να επηρεάστηκε από την καθυστερημένη διάθεση του ερωτηματολογίου – είχε προηγηθεί μεγάλο μέρος του training και το ερωτηματολόγιο συμπληρώθηκε τον Φεβρουάριο ‘17) Υπάρχουν 2-3 εκπαιδευτικοί που απαντούν συστηματικά λίγο … παράξενα… προβληματισμός για το αν διάβαζαν σωστά τις ερωτήσεις… (Q23-Q28)