Common summary of the Comenius project “Improving literacy and numeracy skills” 2010-12

Starting point for the partnership has been to observe teaching methods in other countries to subsequently discuss didactic considerations in order to develop own teaching practices.

We have had two meetings only for leaders, a meeting in Slovenia in March 2012 and an evaluation meeting in Romania in July 2012.

We have had 5 meetings for teachers and leaders, one meeting in each country.The main focus has been on pedagogical and management issues. We have studied and shared best practice in teaching methods and tools within literacy and numeracy. During the mobilities we received various expert input that inspired us to observe and discuss different ways of assessing pupils’ skills. The summative evaluation was in all countries relatively easy to define. The formative evaluation showed different difficulties to define for a common understanding.

The focus of the project was also to strengthen the intercultural knowledge and understanding among the participating pupils, teachers and headmasters and in addition to get a deeper understanding of the different European school systems, their interdependence, their diversities and actual changes.

Between the project meetings identical local activities have been taken place in each partner region, for example shared writing, pen pals, literacy and numeracy days.

We have established a website, where all the relevant information was gathered, we used Fronter as an internet platform for communication and exchange of teaching materials. We published three newsletters during the project period distributed to both, local and international contacts.

Newsletter_no1rev[1].pdf Newsletter_no2rev[1].pdf Newsletter_no3rev[3].pdf

Every mobility ended with a common evaluation where the national teams explained what they have discovered and learned during the meeting and what they will try to use in the future at their schools.

We made a survey for the evaluation. All teachers from the 5 countries had the possibility to answer the survey. 84 teachers out of 105 answered the survey; it corresponds to a response rate of 80%.

Survey_1_Survey.pdf survey_2_results.xlsx Survey_3_How_to_evaluate_a_mobility.pdf

Denmark The first meeting was in Denmark where we focused on:

Cooperative learning, library as a learning centre, pupils with special needs, the use of laptops for pupils with dyslexia, electronic books and a special database and the use of GPS and mobile phones in the classroom and outdoor where pupils cooperated to perform their tasks successfully, supported by quite expensive ICT technology.

DEN_1_mobility_Denmark_program.pdf DEN_2_mobility_Denmark_newspaper01.pdf

Slovenia The second meeting was in Slovenia where we focused on:

Gifted Children working in small groups being challenged at their social skills by pedagogues, results of tests being used in benchmarking, shared writing (innovative translation method used in mother tongue language lessons). All participants received prepared lesson plans in English helping us to evaluate what we saw in the classroom. Cross subject education with sports and mathematics.

SLO_1_mobility_Slovenia_program.pdf SLO_2_mobility_Slovenia_workshops.pdf SLO_3_mobility_Slovenia_newspaper01.pdf SLO_4_mobility_Slovenia_newspaper02.pdf SLO_5_mobility_Slovenia_newspaper03.pdf

Germany The third meeting was in Germany where we focused on:

Structured teaching that divides lessons into different learning steps. We were introduced into cooperative learning, multi-sensual learning and self-controlled learning in various working stations. We also saw creative writing, reading by writing, a seminar for left-handers and their parents in pre-school year and usage of many different concrete materials prepared by teachers.

GER_1_mobility_Germany_program.pdf GER_2_mobility_Germany_workshops.pdf GER_3_mobility_Germany_newspaper01.pdf GER_4_mobility_Germany_newspaper02.pdf

Romania The fourth meeting was in Romania where we focused on:

Innovative interactive methods like “gallery tour” , “the star”, the carrousel, mosaic and snowball. We learned a new way to feel the syllables (instead of clapping the syllables – you can feel them in your throat) and we all practiced the theory of Howard Gardener's multiple intelligences by solving common problems in homogenous groups.

ROM_1_mobility_Romania_program.pdf ROM_2_mobility_Romania_workshops.pdf ROM_3_mobility_Romania_newspaper01.pdf ROM_4_mobility_Romania_newspaper02.pdf

Norway In the last meeting in Norway we focused on:

The Early Years Literacy and Numeracy Program, guided reading and math stairs. We saw how to organize the classroom and how the pupils were trained to work in learning stations. We saw the library used as a learning center where a big amount of the books were organized in different reading levels. The Norwegian team presented the LP-model for developing learning environment by pedagogical analysis, the Norwegian Core Curriculum, The Early Years Literacy Program and Relational Competencies between adults and children for the Comenius partners.

NOR_1_mobility_Norway_program.pdf NOR_2_mobility_Norway_workshops.pdf NOR_3_mobility_Norway_dinner_plan.pdf NOR_4_mobility_Norway_newspaper01.pdf NOR_5_mobility_Norway_newspaper02.pdf NOR_6_mobility_Norway_newspaper03.pdf