erasmus plus hang out for esea
TRANSCRIPT
European Funding Opportunities for my school
Dr. Sofoklis A. SotiriouEllinogermaniki 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:
INSPIRING SCIENCE EDUCATION: http://ise.ea.gr ODS Summer school website: http://ods.ea.gr ESEA Courses: http://esea.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.
12
The Rocard Report on Science Education (2007)Science Education in Europe:Critical Reflections (J. Osborne, J. Dilon, 2008)
13
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.
14
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
15
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.
16
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.
EU Development Plan - Part Ia (Needs)
EU Development Plan - Part Ib (Needs)
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.
EU Development Plan - Part IIa (Objectives)
EU Development Plan - Part IIb (Objectives)
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.
EU Development Plan - Part III (Impact)
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
29
30
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
05/03/202333
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.
05/03/202334
05/03/2023ODS Final Review Meeting 36
e-Enabled (25-50%)
05/03/2023ODS Final Review Meeting 37
e-Confident (51-75%)
05/03/2023ODS Final Review Meeting 38
e-Mature (76-100%)
We are developing a map of school innovation in Europe
Action Plan for 2015-2016
39Athens
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 Meeting40
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 Meeting41
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 Meeting42
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 Meeting43
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
45
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
load53
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
Course ObjectivesThe aim of the course is to enhance science education by presenting the fabric of the cosmos as was shaped by scientific evidence and explanations through 400 years of scientific advancement. The course will focus on:a) 17th century’s optics instruments (i.e. telescopes and microscopes)
and how these instruments have influenced the making of modern science
b) 20th century’s telescopes and accelerators, which have probed the inner an outer boundaries of the matter and the universe
c) 21st century’s facilities such as CERN’s Large Hadron Collider (LHC) and the new generation of space telescopes, which will provide answers to the yet open sub-atomic and cosmological questions.
Participants will familiarize themselves with a large amount of digital science education content, which currently exists in history-of-science museums, archives and science centres’ collections and digital repositories (e.g. http://portal.discoverthecosmos.eu).
Participants will develop skills in using learning technologies in modes and settings as diverse as a history-of-science museum visit, or a virtual tour in ATLAS-CERN.
The integration of the past, present and future of the scientific endeavour will impart, to the school’s science curriculum, the dynamics of a common European scientific heritage, strong enough to address the challenges of tomorrow.
Course Objectives Introduction to inquiry learning-design tailored to different teaching
and learning styles; Training on the Go-Lab on-line labs portal and educational digital
repositories; Development of teachers’ ICT skills through the Go-Lab tools and
services; Preparation, uploading and sharing digital learning resources and
activities using the Go-Lab authoring environment and online labs; Introduction to the innovative concept “Big Ideas of Science” as means
of building multidisciplinary science activities; Foster the culture of collaboration among teachers of different science
disciplines; Acquaintance with popular social media tools, science outreach
websites and teachers’ communities; Introduction the importance of Responsible Research and
Innovation(RRI), successful RRI practices aswell as the digital RRI toolkit.
Course Objectives
Facilitate teachers in introducing to students space related careers and developing their relative key skills;
Acquaint participants with activities on contemporary space related subjects;
Introduce inquiry teaching and learning approaches that meet the needs of different types of students;
Present teaching strategies for managing diverse classrooms and promoting gender balance;
Present ICT tools apt for use in the science classroom;
Course objectivesThe CREATIONS Summer School introduces innovative approaches and activities that involve teachers and students in Scientific Research through creative ways that are based on Art. The Course focuses on the development of effective links and synergies between schools and research infrastructures in order to spark young people’s interest in science and in following scientific careers.
The CREATIONS Summer Course refers to teachers and artists wishing to extend the “dialogue” between scientists and the educational community by enforcing the collaboration between schools and research organisations (using the artistic expression as a catalyst). The course seeks to promote scientific culture in society by helping young people to acquire a better understanding of the role of science and technology in society.
The CREATIONS Summer course aims: To inform about support policies in developing demonstrating and effective
communities between researchers, artists, teachers and students and empowering the latter to use, share and exploit unique scientific resources such as research facilities, scientific instruments, advanced ICT tools, simulation and visualization applications and scientific databases.
On developing ideas for formal (educational field trips, virtual visits, school based masterclasses) and informal learning (games and student generated apps, webfests and hangouts, related artworks like science theatre or student generated exhibits, debates in the framework of junior science cafes) that promote creative inquiry-based learning and appreciation of how science works.
Inform on the CREATIONS pedagogical framework and how these educational activities will be enriched and expanded with creative approaches to develop artworks (exhibits, Theatre, Opera).
Astronomy Adventure in Canary Islands 18 – 23 July 2016
Main Experiences
Hands-on Telescopes – Using remote observing with research quality telescope as a tool in classroom for science teaching.
Handling data – How to retrieve and analyse data in the big data era.
Hands-on Minds-on Solar System – Innovative methods to engage students into the discovery of the Solar System (Seasons, Phases of the Moon, Space Exploration, etc.)
Meet the Scientist – Meet and teach the Universe
10 - 14 October 2016
Main Experiences
Meet the Space Scientist – An inside look to ESA headquarters.
Inspiring Astronomy – Hands-on activities to teach basic physics using daily material and innovative ideas.
Hands-on Telescopes – Using remote observing with research quality telescope as a tool in classroom for science teaching.
Handling data – How to retrieve and analyse data in the big data era.
Beyond Earth Orbit: Solar System Exploration and Spacesuits
9th – 14 th Jan 2017
Main Experiences
Travelling in Space – An overview of state-of-the-art on solar system exploration
Hands-on Space Exploration – Educational tools for classroom activities.
Robotics Simulation – Life on Mars simulation with rovers mockups
Being an Astronaut – a simulation of the life of an astronaut on Mars.
Science through Space and Time
9 – 14 April 2017
Course Sites: Stonehenge, Science Museum of London, Royal Greenwich Observatory,
Cardiff University
Main Experiences
Hands-on Coding - Programing Rovers on Mars with Raspberry Pi – Cardiff University
Ancient Astronomy in Stonehenge
Black Holes in My School - Inquiring minds now: Mapping the scientific method with research data
Hands-on data - Using European Space Agency GAIA mission data archives to implement real research experiences in classroom- Cardiff University
