Projekt Posodobitev gimnazije – Gimnazija Curriculum Development Project

1. Projekt Posodobitev gimnazije – Gimnazija Curriculum Development Project EUROPEAN CLASSES PROJECT: PHASE TWO Ljubljana, 7/4 - 2009 Katja Pavlič Škerjanc, katja.pavlic@zrss.si Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za šolstvo in šport. Operacija se izvaja v okviru Operativnega programa razvoja človeških virov v obdobju 2007-2013, razvojne prioritete: Razvoj človeških virov in vseživljenjsko učenje; prednostne usmeritve: Izboljšanje kakovosti in učinkovitosti sistemov izobraževanja in usposabljanja.

2. CURRENT INNOVATIVE PROJECTS … • Major upper-secondary general education curricula modernization currently under way • run by the National Education Institute and funded mostly from the European Structural Funds (European Social Fund, ESF • Two projects with a strong European and global dimension implemented nation-wide: • European Classes, an approach to curriculum innovation through integration and modularization • Communication in Foreign Languages - Implementing innovative approaches to foreign language teaching through foreign teachers inclusion into the school curriculum

3. AUTHENTICITY OF LEARNING goals content activities assessment environment European and global dimension intercultural communication: crosscultural (intra- in inter-cultural) encounters and cooperation integrative curriculum: multidisciplinarity- interdisciplinarity - transdisciplinarity collaborative teaching (many forms, including team work and pair teaching) inquiry-based learning and project approach to teaching and learning diverse learning tools (ICT and others) information/digital/media literacy KEY CONCEPTS - 1 Gimnazija program adaptation E UROPEANCLASSES

4. KEY CONCEPTS - 2 School development –Pilot projects – Dissemination of results • Intercultural (communicative) competence • Authenticity (oflearninggoalsandobjectives, learningsituations, assessment) • Languageacrossthecurriculum(content-basedlanguagelearning, discipline literacydevelopment) • School curriculum(planning – implementation – monitoring – evaluation- dissemination) • Integrative curriculum(cross-curricular connections – intra- and interdisciplinary cooperation) • Cooperative teaching • Team teaching • Project approach(to teaching and learning)

5. Aimsandgoalsoftheproject“FOREIGN TEACHERS” • upgrading the quality of foreign language teaching in Slovenia by innovative approaches, based on • an enhanced authenticity of learning situations (communication with a native speaker of the target language or a non-native speaker with FL1 other than Slovene and using the target language as a lingua franca) and • cooperative teaching in multicultural teams (Slovene & foreign teachers of foreign languages, Slovene teachers of non-language subjects & foreign teachers of foreign languages); • developinga systemic approach to foreign teachers inclusion into the Slovene educational system - piloting alternative organizational options

6. EUROPEAN CLASSES, anapproach to curriculuminnovationthroughintegrationandmodularization

7. EUROPEAN CLASSES PROJECT • pilot projectin upper-secondary general education(gimnazija: 4-year program, studentsaged 15-19): • set up to supplementthe program withnew program elementsandinnovativeapproaches to teachingandlearning, • designedbytheNationalEducation Institute ofSlovenia, • approvedbytheNationalCouncilofExpertsfor General Education, • launched in 2004/05 bythe Minister ofEducationandSport(to beevaluated in 2008/09), • implemented in 16 schools (outofeligible 54), • prolongedfor 2 yearsin Dec. 2008 (2009/10–2010/11) • and to bepiloted at 19 schools.

8. ECP SCHOOLS2009-2011 • Gimnazija Bežigrad Ljubljana • Gimnazija Brežice • Gimnazija Franca Miklošiča Ljutomer • Gimnazija Jesenice • Gimnazija Kočevje • Gimnazija Koper • Gimnazija Nova Gorica • Gimnazija Poljane Ljubljana • Gimnazija Ptuj • Gimnazija Škofja Loka (od šolskega leta 2006/07 dalje) • II. gimnazija Maribor • Prva gimnazija Maribor • Šolski center Rudolf Maister Kamnik, Gimnazija • Škofijska gimnazija Antona Martina Slomška Maribor (od šolskega leta 2006/07 dalje) • Šolski center Celje, Gimnazija Lava • Šolski center Slovenj Gradec, Gimnazija Šole, ki se vključijo v izvajanje projekta s šolskim letom 2009/10: • Gimnazija Novo mesto • Gimnazija Jurija Vege Idrija • Gimnazija Kranj

9. AUTHENTICITY OF LEARNING goals content activities assessment environment European and global dimension intercultural communication: crosscultural (intra- in inter-cultural) encounters and cooperation integrative curriculum: multidisciplinarity-interdisciplinarity - transdisciplinarity collaborative teaching (many forms, including team work and pair teaching) inquiry-based learning and project approach to teaching and learning diverse learning tools (ICT…) information/digital/media literacy KEY CONCEPTS Gimnazija program adaptation E UROPEANCLASSES

10. PT Jesenice PT Koper PT Nova Gorica PT Brežice PT Ljutomer PT Ptuj PT Slovenj Gradec PT Celje PT Kočevje PT Lj Poljane PT Lj Bežigrad PT Kamnik PT Mb I. gimn. PT Mb II. gimn. German language WG European Studies WG English WG Intercultural Education WG Project Team coordinators French WG Slovene language WG PROJECT STRUCTURE NationalEducation Institute PROJECT TEAM Project Manager Core & Extended PG ◄externalcollaborators (teachersfromparticipatingschools) WorkingGroups (WG)  School Project Teams Gimnazija program adaptation E UROPEAN CLASSES

11. EUROPEAN CLASSES PROJECT • Theoverarchinggoal is thesearchforneworganisationalsolutionsandinnovativeimplementationapproaches at alllevels, • fromthestructureofthe program (“Structure is strategy.”), • theplacementand role ofbothsubjectareas as well as individualsubjectswithinthe program • to thelay-outofsubjectsyllabi, which in thecaseofthenewelectivesfaithfullyfollow a competence-basedapproachanddifferentiatedlevelsofautonomy, as well as • thelearningandteachingapproachesandmethods.

12. EUROPEANCLASSES PROJECT:INTRODUCING CHANGES INTO THE • goals of the gimnazija curriculum • structure of the curriculum • subjects (structure, aims & objectives) • didactics

13. INTRODUCING CHANGES INTO … • CURRICULUM GOALS: • European and global dimension • from Slovenia’s point of view (enabling students to promote Slovene culture in Europe and the world – developing their cultural knowledge as well as communicative and social skills) • intercultural communication • by involving native speakers - teachers from other countries/cultures - and making intercultural encounters, direct and indirect, a part of the mandatory curriculum • synthetic thinking - holistic knowledge • through integrated curriculum and collaborative (interdisciplinary) teaching

14. INTRODUCING CHANGES INTO …  CURRICULUM STRUCTURE: • integrated curriculum • changed role of the flexible (elective) component • interconnectedness of elective subjects - linking their • aims and objectives • content • instruction

15. SUBJECT MODULES • Modularaproach: • openness • andflexibility • core • elective • optional • increasinglevelofteacherautonomy • increasinglevelofflexibility

16. INTRODUCING CHANGES INTO …  SUBJECTS: • newelectives - ECP specific • multidisciplinary, interdisciplinaryandtransdisciplinaryapproach • integratinginstructionofdisciplinesas well as • traditionallyseparatedisciplinesintonewsubjects • upgradingthetaxonomyof FLL goals • CBLL content-based languagelearning • (F)LAC (foreign) languageacrossthecurriculum

17. INTRODUCING CHANGES …  NEW ELECTIVES (ECP specific): • ForeignLanguage in Focus: English, German, French, Italian, Spanish.Russian • FL: Slovenia in theWorld • FL: CultureandCivilization • Slovene • Social RolesofSlovene • Slovene Literature in Translations • EuropeanStudies • citizenship & human rightseducation, environmentalissuesetc.

18. INTRODUCING CHANGES INTO …  DIDACTICS: • collaborativeteaching • authenticlearning & assessment: • activelearning • inquiry-basedlearning • problem-basedlearning • collaborativelearning • projectapproach …

19. ECP SPECIFIC ELECTIVES – Phase II:Basic structure & option

20. Primer porazdelitve izbirnih predmetov Ure na teden[1]/leto

21. FOREIGN TEACHERS (of foreign languages) IN SLOVENE SCHOOLS Seeking employment: Whom to turn to? Teaching jobs? Comeniuslanguageassistants(Europeanfunding) DSD teachers(nationalfunding) Austrian FL teachers(nationalfunding) Foreign FL teachers in Europeanclasses(nationalfunding) Foreign FL teachers(Europeanfunding - ESF) • CMEPIUS(= Centre oftheRepublicofSloveniaforMobilityandEuropeanEducationalandTrainingprogrammes) • MinistryofEducationandSport, International Cooperation and European Affairs Service (bilateral in multilateralco-operation: BronkaStraus) • TheNationalEducation Institute, Centre forDevelopmentandResearch, Katja Pavlič Škerjanc

22. FOREIGN TEACHER: ROLE AND TASKS • The foreign teacher is an autonomous, independent expert, expected to contribute creatively and innovatively to the quality of foreign language teaching and the school development project. • He/She is non only an ambassador of the culture he/she comes from but also an active promoter of multiculturality and interculturality. • He/She (co)-teaches in all parts of the curriculum: • core and elective (80% of the direct instruction/teaching workload), • optional (up to 10 % of the teaching workload) and • extra-curricular activities (up to 10 % of the teaching workload). Like Slovene teachers, foreign teachers will be required to be available for work at all times when the school is open and at other such times as the principal/headteacher or governing body may reasonably direct.

23. WORK OBLIGATIONS - HOURS OF WORK • full working hours (40 hours per week) • which equals 20 teaching hours per week at a secondary school (and 22 teaching hours per week at a primary school) plus other obligatory working activities • on the basis of collaborative teaching with Slovene teachers of foreign languages and non-language subjects (favoured approaches: LAC language across the curriculum: CBLL content-based language learning, interdisciplinary teaching/learning, discipline literacy development, project-based teaching/learning etc.)

24. “FOREIGN” TEACHER? • Native speaker vs.TEACHER ? • foreign language teacher OR • subject teacher with a FL teaching certificate? • Monocultural vs.intercultural teacher? • Target language = • first (mother) tongue? • second language (bilingual – bicultural speakers)? • foreign language (but with a first/second language and culture other than Slovene)?

25. QUALIFICATION REQUIREMENTS – PROFESSIONAL COMPETECES?

26. knowledge of content knowledge of learners & learning knowledge of general pedagogy knowledge of curriculum knowledge of context knowledge of self (1995) Teachers should be able to: work with information, technology and knowledge; work with their fellow human beings – learners, colleagues and other partners in education; work with and in society - at local, regional, national, European and broader global levels. ◄ TEACHER’S KNOWLEDGE TEACHER COMPETENCES ► Common European Principles for Teacher Competences and Qualifications (2005) http://www.see-educoop.net/education_in/pdf/01-en_principles_en.pdf

27. Teacher’s knowledgeGrossman, P. L. (1995). Teachers' knowledge. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (2nd ed., pp. 20-24).

28. Innovative Projects in Slovene Upper-Secondary General Education: A CO-EVOLUTIONARY APPROACH TO CURRICULUM INNOVATION

29. CO-EVOLUTIONARY APPROACH TO CURRICULUM INNOVATION Pilot projects are designed and implemented with three complementary goals in mind: • by aiming to improve the curricula as well as the teaching and learning process they address students, • at the same time motivating and supporting teachers in their continuous professional development and capacity building • and providing project managers (national education authorities and research & development agencies) with the pragmatic knowledge and skills of the teachers and headteachers(ie. aligning beliefs about the potential for effective action with the lessons of past and present experience).

30. Purpose and aims of innovative projects: • to meetbothdeficiencyandgrowthneeds: • personalisethecurriculum: increaseschoolautonomy as well as curriculumflexibilityandopenness, ie. scopeandnumberofoptionsforschoolsandindividualstudents(core – elective – optional → modularstructure); • make thecurriculum more authenticforthestudents: providemeaningfulcontexts – bringthe real worldintotheclassroom(and vice versa); • integratethecurriculum: increaseitsflexibility to overcomefragmentationofknowledge(set up curricularconnections, eg. transversalcompetences as cross-curriculargoals); • to provideconvincingproofsofconceptsandideasand, finally, a fullyfunctioningprototype.

31. DEVELOPMENT - INNOVATION SCHOOL PROJECTS

33. SCHOOL DEVELOPMENT PROJECTS With a developmentproject, a school • introduceschange(s) • intotheusual (everyday, established) teachingandlearningprocess(es) • in a plannedandsystematicway • to raise – directly or indirectly - thequalityofstudentlearningandoutcomes

36. Change and Different Roles of Teachers Teachers participating in development projects are expected to assume different roles: • teachers, • change agents, • course designers, • materials providers, • researchers, • evaluators. • Teachers as reflectivepractitioners • Schools as learningorganisations

37. COLLABORATIVETEACHING Intra- andinterdisciplinarycollaborativeteaching- teacherscooperateandcollaborate: • to fightknowledgeobsolescenceandsharetheburdenofkeeping up withtheknowledgeexplosion • to increasetheauthenticityoflearningthroughinterdisciplinaryteachingandcurriculumintegration • to ensure/providecontinuousprofessionaldevelopmentthroughpeerlearning

38. Developingcooperativeschoolculture: TEAM DIVERSITY Subject / Subject area teams Teaching teams Project teams

39. DEFINING COOPERATION … • Team teaching is one oftheformsofcollaborativeteaching. • Collaborativeteaching is one oftheformsteamwork. • Anygroupofpeopleworkingtogether is not a team! • There are differenttypesofteamteaching. • Eachtypeofteamteachinghasdifferentforms/models.

41. SCHOOL ORGANIZATIONAL CULTUREas the “epicenter ofchange” (Harris 2002) • Individualism and collectivism as two opposite/disparate poles/dimensions (in individuals - groups - society/cultures) • ORGANIZATIONAL CULTURES (Hargreaves, Bečaj et al.): • individualistic (► isolated teaching) • balkanized • culture of encouraged/elicited collaboration • collaborative culture (►collaborative – team teaching) Fromisolatedfowardscollaborativeteaching Students’ learningoutcomes are directlylinkedwiththedegreeofprofessionalcollaborationamongteachers.

42. Essential Questions:►What kinds of school cultures are most supportive of teacher growth, student learning and school improvement? ► And how do we establish cultures that support positive change among teachers and students? Individualistic – Stuck schools • Learning impoverished • Institutionalized conservatism Collaborative – Moving schools • Learning enriched • Linked with continuous improvement

43. Warning: Not all collaborations are equal! 1. Balkanization 2. Comfortablecollaboration 3. Contrived collegiality

44. COMMITMENT TO CHANGE

45. COMMITMENT TO CHANGE The three developmental phases are defined as follows: • INFORM Phase:This phase forms the foundation for later development of support for the change. It prepares people for changing their behavior. It consists mainly of making people aware of change and why it is occurring. • EDUCATE Phase: This phase marks a passage into an understanding of what the change means for them. This enables people to begin making decisions about whether to accept or reject the change. During this phase, the stakeholders begin to understand how the change will directly impact them and their routines; and, it will be necessary to present information about the change that promotes a positive perception. • COMMIT Phase:The change is implemented during this phase. Everything up to this point has been preparation for the change. During this phase the change is acted upon and becomes part of everyday life for the stakeholders.

46. The seven commitment stages are: • Contact: The earliest encounter an individual or group has with the fact change is taking place (e.g., an announcement or memo). • Awareness: The individual or group has a working knowledge of the change. • Understanding: The individual or group demonstrates comprehension of the nature and intent of the change (i.e., what will be expected of them). • Positive Perception: The individual or group develops a positive view and disposition toward the change. • Adoption: The change has been used long enough to demonstrate its worth and impact on the organization. • Institutionalization: The change has durability, and continuity, and has been formally incorporated into the routine operating procedures of the organization. • Internalization: Organizational members are highly committed to the change because it is congruent with their personal interest, goals or value system.

47. INTRODUCING CHANGES

48. IDEA SHARING DISCUSSION GROUPS PEER OBSERVATION JOINT TEACHING & LEARNING ACTIVITIES TEACHER EXCHANGES TEAM TEACHING Type B team teaching (rotational …) COLLABORATIVE TEACHING None of us is as smart as all of us. Japanese proverb ► Type A teamteaching = INTERACTIVE TEAM TEACHING

49. COLLABORATIVE TEACHING

50. COLLABORATIVE TEACHING:JOINT PHASES