CONCLUSION BOOK - murciaeduca.es · using CLIL methodology (Content and Language Integrated ......
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CONCLUSION BOOK AUSTRIA
DANMARK
GERMANY
NORWAY
SPAIN
Multilateral Comenius Project
2013–2015:
Development of teaching
models to support
methodological skills
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Austria
Volksschule Stainz
Primary school Stainz is located in a suburban area in
the south-west of Styria.
In the school there are 145 pupils in the age from 6 to 10.
12 teachers are currently working in the school. A part of
the pupils are using the childcare in the afternoon, which
takes place in the school. At the moment there are no
pupils with special needs and with social problems
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Denmark
Eggeslevmagle Skole
The school is a public school situated in West Zealand.
The area is fairly disadvantaged and social deprived
The Eggeslevmagle Skole is a school with about 750 pupils
in the age from 6 to 16.
The school has a huge responsibility to develop the young
people intio tolerant and open minded persons. The pupils
are very much attached to their local area.
The school has developed an international class which has
become quite popular in the region.
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Germany
Grundschule Baiersdorf
Grundschule Baiersdorf is a primary school with about
260 pupils in the age from 6 to 10. There are 40
employees. 25 of them are working as teachers.
The school is located in the small town of Baiersdorf, next
to the Cities of Erlangen and Nürnberg.
In Baiersdorf you find a diverse social structure. The
percentage of foreign families is below 10%.
60% of the pupils attend the “Gymnasium“ after
4th grade.
Grundschule Baiersdorf is the coordinator of this project.
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Norway
Wilds Minne Skole
Wilds Minne Skole is a primary school situated in the
southern part of Norway, in Kristiansand.
In the school there are around 330 pupils in the age from 6
to 12. The school has 40 employees, 25 of them are
teachers. The teachers are working in teams with 2 or 3
teachers.
Over the last years the school has focused specifically on
pupils learning strategies.
The school has pupils of various social backgrounds
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Spain
Colegio Rural Agrupado Entretierras
The school is a primary school, divided into three
branches that are located in three small villages along the
southeastern cost of Spain. The school is situated in an
agricultural and disadvanteged area with low
socioeconomic status. There are about 180 pupils and 23
teachers. About 50% of the pupils are immigrants from
Latin America; Africa and Eastern Europe.
The school adapted the methodology and didactic
strategies to be prepared for all levels and needs. The
school is involved in a spanish-english bilingual program,
using CLIL methodology (Content and Language Integrated
Learning).
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Mobilities
Leader meeting in Germany
3rd to 6th of february 2013
School visitation in Denmark
7th t0 11th of october 2013
School visitation in Spain
24th to 28th of february 2014
School visitation in Norway
14th to 18th of may 2014
School visitation in Austria
20th to 24th of october 2014
Leader meeting in Austria
2nd to 5th of february 2015
School visitation in Germany
20th to 24th of april 2015
Leader meeting in Spain
1st to 4th of june 2015
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Method week
In December 2014 and January 2015 the five schools
have planned and carried out a method week. The teachers
worked with special methods they`ve seen in the other
countries as well as they improved their own organisation
and
learning strategies.
The project leaders of each country presented the results
during the leader meeting in february 2015 in Stainz.
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Method week
15. – 19. of December
VS Stainz
During our methods week, we decided to visit other
teachers in our school to watch their teaching. We tried to
find out what is special for each teacher of our team.
As each teacher has his own personal strenght, this was
very interesting for all of us. We know each other quite well
but to see a collegue in the class, working with the kids is
something special.
On the one hand we could watch how each teacher was
preparing the lesson and how she managed to get into a
new topic. On the other hand some teachers showed their
way to fix new knowledge in different ways.
We also took the time to talk about what we`ve seen.
We discussed the different ways to manage the lesson and
so we could get an other view over all. The very good
athmosphere in our team let us lead intensive and
interesting talks and reflections of our daily work.
It was good for everybody to get to know small things we`re
doing in class, we don`t recognice anymore.
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Positive and negative things.
As each of us has his own personality, we could see
this also in the work with the kids. We`ve seen that the
personal interests of a teacher are influencing the work in
the class.
The musician is using music and rythme even in maths to
give the kids a new way to learn or to exercise.
The art specialist is working more with creative work, the
sporty one tries to bring movement into the kid`s learning.
All of us always try to bring all this parts into our lessons but
as a result of our observations we could see that everyone
is using more of his own skills. That was and is a very
important message for our work. We realized that we have
to take care more about all the other skills, we maybe don`t
like that much, because we have to reach all kids. And all
oft hem have their own learning strategy. So we have to give
them their „best way“.
We decided that we will exchange thoughts more often. We
try to create new strategies for our work. We try to make our
offer to the pupils more flexible and interesting. When we
plan some special lessons we ask the specialists about
their ideas and what we can to with the topic.
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Special things we`ve seen:
+Daily singing and using that for each
subject.
+„open learning“, preparing many learning
stations fort he kids.
+„Leseoma“ – „reading
grandma“ Parents and grandparents are invited to school
to read with the kids
+self organised learning with a plan what to do. (one day up
to a week)
+using the whole school for
learning stations
+kids oft he 4th form are
working together with kids oft he lower forms
+partner and groupwork
+studios: small groups of students from the 2nd to the 4th
grade are working in special subjects. as theatre, sports,
music, arts, exploring, learning in the forest, dancing…..
They work for two lessons a week over a period of ten
weeks.
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Method Week
19. to 23. of January 2015
Grundschule Baiersdorf
1st grade: German language
Reading and writing together with a partner
Various methods
- Example: the magic hat
2nd grade: German language
Working together with a partner
- reading without help
- listening to the partner
- discussing the content
Method: think—pair—share
Aim: to be able to act according to a written work order
3rd grade: mathematics
•Working together with a (new) partner at different working
stations in 3 learning centres:
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„The room of money“, „The room of weights“,
„The room unit of lengths“
Organization: 2 classes were split off in 3 groups
Used methods: Think-pair-share, Placemat
•Aims: self-directed learning, learning by discovering
4th grade: mathematics
•Working together with a partner in 3 learning centres:
„solving problems“, „unit of lengths“, „litre and millilitre“
Organization: 3 classes walk during the week through 3
learning centres
Used methods: Placemat and others
Aim: discovering questions according to a problem and
different ways to solve it“
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Method week
15. –19. of december
C.R.A. Entretierras
Kindergarden (3years)
Sensory workshops
Sense of sight:
Using a microscope and some coloured papers, students
can experience, with their own eyes, the caracteristics of
the different objects.
Sense of smell:
Children smell different foods and liquids and they classify
the smells as either pleasant or unpleasant.
Sense of hearing:
The teacher provides the children with a selection of
different sounds (some imitations of sounds of animals,
humans and objects). They also try to imitate these sounds.
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Sense of touch:
The teacher provides the children with a selection of
different sounds (some imitations of sounds of animals,
humans and objects). They also try to imitate these
sounds.
Kindergarden (4years)
Grafomotricity/Fine Motor Skills Workshop
Children train their hand-eye coordination and writing
perception through sensory activities. Experiencing with
their own bodies as a preliminary phase to writing on paper.
Kindergarden (5years)
Mathematical Logic Workshop
Children classify polygons by fitting them
into a model.
Puzzles help children to solve problems using
logic and persistence.
The students work on the concept of logical
order through colours and numerical series.
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Finally, they practice addition with numbers from 1 to 10.
Level 1 (6 to 8 years)
Language and Maths Workshop —
Children create polygons using a rope strung with 10
straws. Next, they have to draw the figure and write its
name.
Children compose 3 digit numbers using clothes pins
clipped on a clothes hanger. After that, they have to
separate them on a sheet to form the number.
Students roll two dice and add the two numbers. Then, they
collect the number of blue stones matching the result of
the addition.
Every time they get to ten stones they have to swap for a
red stone.
So, in this way, we work in units and tens, even up to
hundreds (green stones).
Finally, children go to the supermarket and buy healthty
food. In this way, money is used in a real world context,
where they also have to check that correct amount of
money has been given back to them.
Working in pairs, one of the partners goes around the class
looking for hidden sentences. Once the child finds one of
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them, he memorizes it and comes back to his partner to tell
them the sentence and his partner writes it down.
Level 2 (9 to 12 years)
Language and maths workshop
Working in pairs, children roll the dice and add the two
numbers. After that, they go to the bank to collect the
money they have won.
The bank is made up of the teacher and two helpers. They
control the players and give out the right amount of money.
They may also change small coins for bigger ones.
Level 2 (9 to 11 years)
Spanish, english and maths workshop
In pairs, children roll the dice and multiply the two numbers.
Now, they takes the money according with the result of the
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multiplication. Then, everyone has to give his partner the
quantity of money he has won.
The winner will be who wins more money at the end of the
time limit
In level 2, students play with euro coins and notes, while in
level 1 they use only cents and coins of one and two euros.
Students are divided into groups of
three.
The teacher reads a definition and
children have to guess the word
according to the first letter of the
alphabet.
There are 5 seconds to guess the word,
if they don´t find the answer, they lose their turn.
The definitions follow in alphabetical order.
The game “hidden sentences” from level 1 workshop is
repeated but this time the sentences are in English and
children are in groups of three.
Also, on this occasion, the game is organized as a relay
race.
The winners will be those who write more correct sentences
within the time limit.
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Level 2 (9 to 11years)
Scientific workshop
Presentation. Assembly. “What does the scientific method
consist of?
Purpose. Stating the problem
Research. Finding out about the topic.
Hypothesis. Predicting the outcome to the problem.
Experiment. Developing a procedure to test the hypothesis.
Conclusion. Compare the hypothesis with the experiment
result.
Organization and materials
Groups are made of three students.
Students work at their own pace.
Register booklet.
Experiment 1.
Split of solid mixtures.
Objective. Splitting sand from tiny pieces of iron.
Solution. We mixed sand and iron shavings in a small bag
and introduced a magnet. We close the bag and shake it.
After a while, the small pieces of iron are stuck to the
magnet.
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Experiment 2.
The balloon inflates by itself.
Steps.
1)We put some vinegar into a bottle and 4 spoonfuls of
baking soda into a balloon.
2) We attach the balloon to the mouth of the bottle and
pour the baking soda into the bottle.
3) The balloon inflates itself until the chemical reaction has
finished.
Solution:
The effect is the result of mixing a acid reactant (vinegar)
with a base reactant (baking soda).
Experiment 3.
The liquid doesn’t spill out when we turn the bottle face
down. Even though the bottle is covered with a piece of
plastic which is full of holes.
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Solution:
The piece of plastic exerts a higher atmospheric pressure
from below than the water does from above, keeping the
water from flowing through the holes
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Method week
8. -12. of December 2014
Wilds Minne Skole
Aim for the week
More English
English in different areas/lessons/subjects
Possibility for teachers to visit lessons of colleges
Use of digital medias
More practical work 1.grade
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Method week
15. – 19. of December 2014
Eggeslevmagle Skole
Goals for the method week
To introduce the students to practical learning activities
that support the literary education in Danish and Math
That the students achieve understanding for how practical
learning activities can make them learn certain issues and
subjects better
Plan of action – we’re working on:
Danish
Structures from Cooperative
Learning that supports
learning
Danish (spelling)
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Maths
Activities that makes it clear to the children, how to use the
different calculating rules in real life
Evaluation
The teachers make qualitative evaluation with the children
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Conclusion
The five schools have been very happy to work in this
program during the last three years. All the exchange
teachers as the ones who hosted teams from the partner
schools got a lot of new ideas about teaching methods as
they`ve been able to get new contacts for their own
“lifelong learning”.
It was a wonderful experience for all of us and it has been a
magnificent way to open the horizon in our daily work.
Quite a lot of new ways of teaching will influence our work in
the different schools and therefore we are really thankful to
our national agencies as to the EU to finance this project.
Stainz, 17th of September 2015