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Characters of the development programms Chemistry in Context and SINUS October 27th, Lisboa Dr. Martin Lindner, IPN Slide 2 Slide 3 Charakters of the Programms Nation-wide Biggest programms ever run (1.000 Schools and ca. 8.000 teachers) Funded by central + regional governments Schools are grouped in sets Coordination on national + on regional level Researched by IPN Focussing the national standards Slide 4 2002 - 2005 (12 Sets) Inventing Units Development Reflection Optimisation Tranings for other Teachers 2003 - 2005 (9 Sets) Coordinator Teacher-Trainer Creating learning communities Slide 5 2005 2008 Transfer More Lnder New Themes Other types of schools Slide 6 Development Conceptual framework Discussion, goals exchange, reflection, (inservice training and evaluation learning) (formative, summative) development of classroom teaching units experience Slide 7 Professional Development through Hospitation Planning together Visit at school (Hospitation / Video) Discussion in the teams Slide 8 Erwnschte Verbrennungen- unerwnschte Folgen Brandkarten Tabelle mit Fragen Wann brennt etwas? Sauerstoff -entzug Chemische Reaktion Feuerwehr -Aktion Rosten Explosion Klima Mllverbrennung Wasserstoffauto Erarbeitung Motivation, Einstieg Vertiefung und Vernetzung Slide 9 What has changed in the classrooms? Students work self- organized in Teams Changes in the type of tasks lead to: - independent and autonomic learning - domininating of practical work and experiments Slide 10 Changing the role of teachers Teacher is central point in the classroom Entertainer Teacher as a coach Slide 11 The role of Intervention School University Teacher-Training School-Practice Sceme of teaching: The own teachers Intervention Internal script New internal script Intervention Slide 12 Internet www.sinus-sh.de Necessary: Not at all less to a small to a great extend Internet Meetings Slide 13 Development since 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 5 Mio / y 17 Mio / y 0.8 Mio / y Participants in SINUS Participants in CHiK Slide 14 What does Teamwork mean? Slide 15 What do the particpants say? Results of evaluation Rate of relevance in a 1-4 scale: 1. Cooparation in the team 2. Cooperation in preparing lessons 3. Atmosphere in the team 1 2 3 4141 1.We found significant correlation between the relevance of set-cooperation and estimation of practicability as well as estimation of development in competence. 2. The intensity of cooperation is the main determinant for increase in methodological variety. Slide 16 Conclusions: 5 main factors for success Small Teams with common aims (Team-orientated) Regular meetings (Process-orientated) Directly related to classroom practice Aknowledgement (free conferences, reduction in work load) Professional Coordination (Motivation / Controlling) Creating networks including administration, professional development centers and universities Slide 17 Research Results show the success of our work in different fields, e.g. Students interest grade of collaboration