how to involve my school to an erasmus + project
Post on 19-Jan-2017
434 Views
Preview:
TRANSCRIPT
European Funding Opportunities for my school
Dr. Sofoklis A. Sotiriou & Dr. Stavros SavasEllinogermaniki Agogi
Ellinogermaniki Agogi School 2000 students (4-18 years old) 250 teachers 55 years of operation Focus on German Language Learning and STEM
subjectsResearch and Development Department 21 researchers in educational technology 150 international projects 20 years of operation
Ellinogermaniki Agogi
ExpertiseEffective Community Building – International Network (more than 10,000 science teachers, 5,000 schools across Europe)Teachers Professional Development (Training materials, National and International courses, Workshops, Conferences)Design of Innovative Scenarios combining advanced technological tools, science and art (augmented reality applications, 3D environments, Global Science Opera)Assess the impact of the interventions in real settings (setting up large scale experimentations involving numerous schools, teachers, students)
European Development Plan for my school Examples of Training Courses Focus on STEM course and activities Projects for school Networks
Structure of the presentation
How to build a strong Action Plan/European Development Plan for your school according to the
Erasmus+ Framework
What is Erasmus+ The new EU programme for Education, Training,
Youth, and Sport (2014-2020) -> special focus on teachers’ professional development.
The successor of the LLP Comenius Training grants -> individual teachers
Never before has there been so much EU support for teachers' professional development through mobility in Europe!
What is new in Erasmus+ Applications are not submitted by individual teachers anymore.
They are submitted by schools. The school applies for a project that can include more than one
activities: training courses or partnerships with other European schools
The application includes a ‘European school development plan” You can re-apply this year even if you have applied and been
funded in the past! One single application per school for all planned training
activities abroad during a specific period (selectively for 1 or 2 years)
Names of school staff and specific dates do not have to be listed in the application
One application date per year- Next Deadline February 2nd, 2016, 12:00 CET
So, your school needs to apply for you, as well as for any other of your colleagues!
Detailed instructions step-by-step available:
ODS Summer school website: http://ods.ea.gr INSPIRING SCIENCE EDUCATION: http://ise.ea.gr ERASMUS + National Agencies
How to apply
Download the application from the website of your National Agency- Make sure it is the final one!
First section: Factual data about the school defined
generally as “organisation”
The application
Project title and duration: Project= the total of the activities that you will use the funding for
The School European Development Plan1) The needs of the school in terms of quality development and internationalisation:
What are the areas or competences that you need to improve in your school? E.g. staff competences, language competences-
possibly linked with European dimension, skills for new teaching methods and tools, school management and organisation.
TIPS! • Carefully monitor the actual needs in every aspect of your
school- organize a meeting with the rest of the staff! • Identify specific training (courses etc.)or mobility activities
that can serve those needs! • Study carefully their objectives, methods and skills/
competences they are addressing
TIPS! • Clearly link those needs with the improvement of the
quality of education offered by your school and with reaching European standards.
• Add information on the profile of the school to support the needs that you identified: e.g. Area of the school, socioeconomic background, type of school, students and students’ families backgrounds, possible drop-out rates, access to other European schools, teachers’ and staff’s skills and needs to deal with possible obstacles.
EXAMPLE (related to training activities such as the ODS Summer School 2016)
Our school is situated in XXXXX .
The composition of our staff in terms of experience and attitudes to school development and innovation, is mixed: We have a big number of young and newly appointed teachers, who are more open to experimenting and trying out innovative practices, while almost one third of the staff has more than 20 years of teaching experience, and displays more reluctant attitudes towards changing established patterns, including the integration of technology in school practices.
However, as we are already participating in the Open Discovery Space European project http://opendiscoveryspace.eu/ as pilot schools, a main goal is to promote the modernization of our school and our openness to innovation, being in line thus with European schools’ standards as well as to respond to the European turn to opening up the school as a learning community where the teachers are also learners. Also, one third of the pupils come from migrant backgrounds and there is strong need for dealing with cultural barriers both on the part of the pupils as well as on the part of their parents. However we have a strong vision to develop, improve the quality of teaching and to thus provide equal learning opportunities for all our pupils. The fact that we are practically a school with multilingual and multicultural pupils creates the need for persevering their national identities, in parallel to helping them integrate in the school community.
2) Please outline the organisation's plans for European mobility and cooperation activities, and explain how these activities will contribute to meeting the identified needs
TIPS! • Fill in the section with your planned activities before
completing this part of the European development plan. • You must give here a summary of these activities (training
courses, e.g. ODS Summer School, ISE Summer Academy and other mobility activities)
• Explain what measures you are taking in order to avoid disrupting the regular function of the school, e.g. ODS Summer School -> during Summer holidays.
EXAMPLE (related to training activities such as the ODS Summer School 2016)
Our project is of two year duration in order to have long-term effects on the development of our school, and will spread from July 2016 to June 2018. It includes a series of international training courses that focus: a) on school innovation and development, with a particular module on improving teachers’ skills to engage parents, b) European school networking and use of digital resources, c) ADD HERE ANY OTHER TRAINING COURSES or MOBILITY ACTIVITIES YOU WANT TO INCLUDE. By engaging our teaching staff in these types of training we intend to bridge the gap between innovating and less-innovating teachers in our school, by empowering the core of already innovative-friendly teachers, while also mobilizing the more reluctant part of our staff to shed resistance to change , and also equip them with skills that will enable to respond to new challenges, e.g. technology tools, new teaching practices throughout the curriculum and general open-mindfulness towards innovation.
Through the proposed series of training activities we also expect to improve the skills of our teachers to better cooperate and engage parents into schooling especially those from migrant backgrounds and thus to enhance pupils’ commitment to school and learning outcomes. The activities that we are presenting in the framework of this project application are thus aimed at also actively networking our school with European schools, that –among others- can help the teaching staff exchange practices, become familiar with educational systems that some of our pupils have formerly attended, and thus create better integration opportunities for them. Moreover, since we are addressing this “innovation gap” among our teaching staff, and in order to enhance the possibilities for bridging it, we intend to offer this training on school innovation to the total of our teaching staff (11 teachers). The selection of the particular dates of the course during the summer holidays will ensure that the regular function of the school and the teaching hours will not be disturbed.
3) Please explain how your organisation will integrate the competences and experiences acquired by staff participating in the project,into its strategic development in the future?
TIPS! • Describe the practical application of the new knowledge
acquired- How will you put them into practice? E.g. describe specific school-based activities that will put these new skills into practice
• Describe follow-up training activities -> How will this new knowledge be sustainable and updated?
EXAMPLE (related to training activities such as the ODS Summer School 2016)
After the completion of the Summer training course on school innovation, and as of September 2016 we intend to implement innovative school-based activities that include use of digital resources and adoption of new teaching paradigms. This process will be part of our participation in the Open Discovery Space Pan-European project, where we will have the opportunity to a) put the new attitudes and skills into practice, b) benefit from our participation in the school innovation course and
interaction with European teachers to further expand on it by making use of the Open Discovery Space platform http://portal.opendiscoveryspace.eu/beta/communities,
c) engage pupils’ parents in various school-based activities and (to the extent that it is possible) use the Open Discovery Space platform as a tool to interact with them. Our participation in ODS will also enable us to participate in follow-up and reflection activities and workshops, where our teachers will have the opportunity to reflect on what they have learnt during the summer course and to its ongoing application in the school.
Participants’ role: Profiles of the staff who will participate in the activity- no names yet! Describe the criteria and process for choosing the staff
Preparation of participants: Consult the description of the course – ODS Summer
School “Preparation” Consider the language of the course Describe how you will organise the preparation of the
participants Remember that a dedicated part of the funding covers
participants’ preparation! Evaluation:
Consult the ODS Summer School section on “Follow-up”
Other fields of the application
- Erasmus+ Programme Guide: http://ec.europa.eu/programmes/erasmus-plus/documents/erasmus-plus-programme-guide_en.pdf See “Key Action 1: School education Staff Mobility”
The new application form for schools: http://ec.europa.eu/programmes/erasmus-plus/discover/guide/2015/documents/school-education-staff-mobility_en.pdf
Please contact your National Agency!
http://ec.europa.eu/education/opportunities/school/index_en.htm
Guide for School Leaders
Schools in ERASMUS+
School Innovation Model
23
24
Impact and Lessons Learnt: ODS Innovation approach application in
the schoolsData collected from 1100 schools that have completed the self-assessment survey with the use of the e-maturity questionnaires from different European countries.
20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 1000
20
40
60
80
100
120
e-maturity level (pre)
Freq
uenc
y
9% Increase
05/01/202327
Integration of the ODS Innovation Model into the technical and methodological offerings of ODS.
Involvement of more than 2540 schools in pilot activities.
Creation of 900+ communities & 200 groups
Development of more than 3500 educational scenarios and lesson plans.
Capacity to support a paradigm shift towards OER-based, community-driven, collaborative practices.
05/01/202328
05/01/2023ODS Final Review Meeting 30
e-Enabled (25-50%)
05/01/2023ODS Final Review Meeting 31
e-Confident (51-75%)
05/01/2023ODS Final Review Meeting 32
e-Mature (76-100%)
We are developing a map of school innovation in Europe
Action Plan for 2015-2016
33Athens
Lisbon
Helsinki
VarnaSplit
A meaningful and comprehensive set of tools for the actual school users
Content
Competence Profiles
School metrics
Training opportunities
School action plan
ODS Final Review Meeting34
A meaningful and comprehensive set of tools for the actual school users
Content Competence Profiles
Aggregate targeted content from a variety of ODS-connected sources
Facilitate the creation of high-quality teacher-generated content
Allow each community / portal to customize the sources, the metadata schema, the look-n-feel and even the platform components that they will use to create, search for and curate content
Store a dynamic competence profile for each teacher with all the information required to monitor his development over time
Provide focused assistance to the teacher to identify competence gaps and draft a personal development plan
Customize and personalize content and recommendations based on competence profile and development targets
ODS Final Review Meeting35
A meaningful and comprehensive set of tools forthe actual school users
School metrics Training opportunities
Collect in a centralized place all the school metrics and questionnaires (e.g. e-maturity questionnaire)
Provide actionable analytics based on the historical data coming both from school data as well as from the analysis of individual teachers’ profiles
Monitor Key Performance Indicators (KPIs) for the school unit
Based on the competence profile and the development plan of each teacher, provide targeted recommendations for training opportunities
Integrate the completed teacher trainings with the competence profile in order to allow for the semi-automatic monitoring of the development plan at teacher and at school level
ODS Final Review Meeting36
A meaningful and comprehensive set of tools to the actual school users
School action plan
Consolidate a holistic school action plan
Provide a robust base for automating and facilitating the task of the periodic school self-assessment based on objective criteria such as the teachers’ professional development plans and the school portfolios (interaction with the actual teacher-generated content)
ODS Final Review Meeting37
Inspiring Science Education Summer Academy
(ise.ea.gr)For teachers, Inspiring Science Education Summer
Academy offers pedagogical “plug, share, and play” through a web-based authoring interface and a community framework to disseminate best practices and find mutual support. A modular approach and inquiry classroom scenarios promote a seamless
incorporation of eLearning tools into the classroom.
Inspiring Science Education Summer Academy 2016
30 European Science Teachers 20 US Science Teachers (supported by NSF)
July 10-16, 2015, Marathon, Attica, Greece
39
Rationale and Aims
The aim of the Inspiring Science Education International Summer Academy is to support the modernisation of Science education and training, including in curricula, assessment of learning outcomes and the professional development of teachers and trainers, and to the wide adoption of the recommendations of the Rocard Report "A new Pedagogy for the Future of Europe" (Rocard et al., 2007), that sets the basics for the introduction of the Inquiry Based approach in the science curricula of the Member States. Teachers will not only be familiarized with a unique collection of open digital educational resources, but they will also be trained to link them with innovative pedagogical practices, such as using real world learning activities, implementing resource based and project-based approaches, in order to design educational scenarios by repurposing existing eLearning tools. The offered resources and tools, although associated with a broad range of curriculum areas, do not impose a fixed curriculum but support a model that can be customized based on location and culture, as well as cross-disciplinary situations, being thus ideal to be used for differentiated instruction.
Benefits for the participants
Teachers will also be trained to appropriately select and exploit freely available existing eLearning tools and resources in their educational scenarios that suit their own needs in terms of planning, implementing and sharing pedagogical ideas, managing their classroom and organizing the curriculum. This will further empower them to create effective project scenarios to use in the classroom, as well as in multiple environments such as face-to-face, online and other technology mediated learning. Such a comprehensive open learning networks approach that allows teachers to access their colleagues' course materials, share their own and collaborate is expected to enable all stakeholders to examine their own practices in the light of the best performing approaches.
Content of the course
Development of innovative and more challenging science classroom environment through: access to research data and archives (e.g. data from CERN detectors,
Fermi Lab, telescopes); access and use of scientific instruments such as robotic telescopes; use of advanced tools for data acquisition and analysis; presentation of computer models of objects, processes, or phenomena
being studied; remote and local communication and collaboration on scientific topics
and data; easy to use and commonly understandable instruments for
authentic assessment of learning results.
See: http://dtc.ea.gr/sites/default/files/volos_programme.pdf
The main strands and the Educational Objectives for the design and implementation of Educational and Outreach activities
Strands Educational ObjectivesSparking Interest and Excitement
Experiencing excitement, interest, and motivation to learn about phenomena in the natural and physical world.
Understanding Scientific Content and Knowledge
Generating, understanding, remembering, and using concepts, explanations, arguments, models, and facts related to science.
Engaging in Scientific Reasoning
Manipulating, testing, exploring, predicting, questioning, observing, analysing, and making sense of the natural and physical world.
Reflecting on Science Reflecting on science as a way of knowing, including the processes, concepts, and institutions of science. It also involves reflection on the learner’s own process of understanding natural phenomena and the scientific explanations for them.
Using the Tools and Language of Science
Participation in scientific activities and learning practices with others, using scientific language and tools.
Identifying with the Scientific Enterprise
Coming to think of oneself as a science learner and developing an identity as someone who knows about, uses, and sometimes contributes to science.
A World of eLearning tools and resources for Scientific Disciplinesjust a click away…
o For teachers who can’t participate in a workshop
o For teachers in addition to a workshop
o For all interested parties
using online labs in the classroom
Training in the use of online labs and the Portal
Theoretical background About 16 hours work
load47
Design Lessons/Scenarios by using existing resources and tools (such as online labs, AR/VR tools) and store them on the cloud
Deliver Lessons/Scenarios to students. Collect Educational Data for student assessment
based on PISA Framework
Authoring – Access – Deliver - Assess
50
INSPIRING SCIENCE EDUCATION:Developing the Science Classroom of the Future
51
As students become absorbed with technology-based games, educators grapple with how best to use technology. Immersive simulations represent one way in which new media can enhance traditional learning experiences.
Redefining Science EducationThere is a major mismatch between opportunity and action in most education systems today. It revolves around what is meant by "science education," a term that is incorrectly defined in current usage. Rather than learning how to think scientifically, students are generally being told about science and asked to remember facts. This disturbing situation must be corrected if science education is to have any hope of taking its proper place as an essential part of the education of students everywhere.
Bruce Alberts, Science, January 2009
http://www.sciencemag.org/cgi/content/full/323/5913/43
Main Tasks
T4.1 Users Needs and Task Analysis (Responsible EA)
T4.2 Adopting the needs and generation creative options (Responsible NKUA)
T4.3 Participatory Engagement Activities (Responsible EA)
T4.4 CREATIONS online Communities (Support Environment) (Responsible EA)
53
The Rocard Report on Science Education (2007)Science Education in Europe:Critical Reflections (J. Osborne, J. Dilon, 2008)
54
Current Trends Science EducationA reversal of school science-teaching pedagogy from mainly deductive toinquiry-based methods provides the means to increase interest inscience.
Inquiry-based science education (IBSE) has proved its efficacy at bothprimary and secondary levels in increasing children’s and students’ interest and Attainments levels while at the same time stimulating teacher motivation. IBSE iseffective with all kinds of students from the weakest to the most able and is fullycompatible with the ambition of excellence. Moreover IBSE is beneficial topromoting girls’ interest and participation in science activities. Finally, IBSE andtraditional deductive approaches are not mutually exclusive and they should becombined in any science classroom to accommodate different mindsets and agegroup preferences.
55
Renewed school’s science-teaching pedagogy based on IBSEprovides increased opportunities for cooperation betweenactors in the formal and informal arenas.
Due to the nature of its practices, IBSE pedagogy is more likely toencourage relationships between the stakeholders of both formal andinformal education. And it creates opportunities for involving firms,scientists, researchers, engineers, universities, local actors such ascities, associations, parents and other kinds of local resources.
Current Trends Science Education
56
Current Trends Science Education
Scientific disciplines in school have to be enlarged.
The introduction of problem oriented fields of studies insteadOf more traditional disciplines would attract the interest ofmore young people.
57
The role of teachers
Teachers are key players in the renewal of scienceeducation. Among other methods, being art of a network allows them to improve the quality of their teaching and supports their motivation.
Networks can be used as an effective component ofteachers’ professional development, are complementary to more traditional forms of in-service teacher training and stimulate morale and motivation.
58
Re-imagine science education
The message is clear.
There are shortcomings in curriculum, pedagogy and assessment, but the deeper problem is one of fundamental purpose. School science education has never provided a satisfactory education for the majority. Now the evidence is that it is failing in its original purpose, to provide a route into science for future scientists.
The challenge therefore, is to re-imagine science education: to consider how it can be made fit for the modern world and how it can meet the needs of all students; those who will go on to work in scientific and technical subjects, and those who will not.
59
The visionWe should point to a hybrid classroom thatbuilds on the strengths offormal and informalteaching and learningstrategies in ways that cansupport learning of allstudents.
60
Introducing Inquiry Based Activities in the Classroom
61
KLIC:Kick life into classroom
62
0,0 0,2 0,4 0,6 0,8 1,0 1,2 1,40
50
100
150
200
250
Height Z vs Time t
Y =34,63+608,78 X-497,32 X2
Height z(t) % Parabola Fitting
Hei
ght Z
(cm
)
Time t(s)
64
Prater, Wien Rotor (Object Prater 4)
Technical Data: Height-12 MetresRevolutions-30 per minute
Physics Context: Centrifugal Force
65
Prater, WienSuper 8 Bahn (Object Prater 5)
Technical Data: Height-21.03 MetresLength-779.9 Metres
Physics Context Gravitational Motion Looping
66
Science Center To GoWave propagation- Doppler Effect
Quantum Physics – Young’s Double Slit
Experiment+
67
Kinetic Theory of Gases- Air Molecules Wing Dynamics- Bernoulli Principle
68
69
70
71
72
Modeling „Problem solving competence“ in PISA
Structure model
Problem solving process
1. understand the problem2. characterize the problem3. representation of the
problem4. solving the problem5. reflection of the solution6. communication of the
solution
Level model
LevelsIII „reflective and
communicative problem solver “
II „advanced problem solver“
I „beginning problem solver“
< I “no problem solver”
73
Structuring Educational Activities
understanding the
problemcharacterizing the
problemrepresenting the problemsolving the
problemreflecting on the solutioncommunicati
ng the solution
Partial abilities
understanding and
characterizing the
Problemrepresenting the problemsolving the
problemreflecting
and communicati
ng the solution
Partial abilities
Testing
Construct
Problem solving
competence
Theory
(r = .81 – .92)
PISA 2003 Koppelt & Tiemann 2008, 2009
74
75
Creating effective links between schools and the research community
76
DISCOVERY SPACE & COSMOSAccess to unique scientific resources
77
Access to Real Data…
78
…and high quality content
79
Access to advanced infrastructures…
80
81
82
83
Does the Sun Rotate?
85
86
87
88
89
Gallileo Observations revisited
Study of Venus
99
Learning@CERNConnecting Schools and Scientific
Research effectively
101
102
103
105
106
107
Conservation of Momentum
108
Bringing Nobel Prize Winning Physics to Schools
CERN Virtual Visit As part of ODS, we had the
unique opportunity to visit the control room of the ATLAS experiment at CERN.
The visit was made possible by the support of the ODS-CERN Collaboration and the ODS Discover the Cosmos Community.
It was a big event for our school. In cooperation with the Science School Advisor for our region, we organized the event and hosted dozens of students from 4 other nearby schools. Teachers of these schools were invited to use the ODS platform.
110
LL
LLP 2
2
3 2)(exp
2)(
111
112
OpenScienceResources & Natural Europe: Towards thedevelopment of a Common Digital Repository for Formaland Informal Science Education
113
Virtual Visits and field trips to museums and science centers
114
Visualizing the Invisible
115
116
The E/M spectrum
117
Sound Mirrors
118
119
120
Natural Europe will be a state-of-the-art, hands-on natural history resource available to the educational community. Students become scientists and explore the processes of science. Museum staff will encourage them to ask their own questions about hundreds of real specimens. With everything from dinosaur fossils to butterflies and rare minerals, students can explore some of the diversity of the natural world with scientific equipment and computer resources.
121
Educational Pathway Authoring Tools
122
Create your own pathways
123
124
Effective Community BuildingCommunity Building
Sharing our experiences is the best resource we have
125
126
127
Building a community of practice
http://www.inspirational-science.blogspot.com/
128
Info
ise.ea.gr www.inspiringscience.eu www.golab-project.eu www.schooloftomorrow.gr www.ea.gr
Contact: sotiriou@ea.gr
top related